Abstract
This study investigated the effect of Rotational Model of Blended Learning approach on secondary school students’ interest, motivation and academic achievement in English Language in Anambra State. Four research questions guided the study while four null hypotheses were formulated and tested at .05 alpha level. The design of the study was quasi-experimental, specifically, pre-test, post-test non equivalent control group design. The population of the study consisted of 6,052 Senior Secondary School two (SS 2) students from the 49 public secondary schools in Nnewi Education Zone. The sample size comprised of 105 SS 2 students from two out of 49 co-education public secondary schools in Nnewi Education Zone. Simple and purposive sampling techniques were used at different stages of sampling. Three instruments namely; English Language Interest Scale, English Language Motivation Scale and English Language Achievement test were used for data collection. The instruments were validated by three experts, two from the Department of Educational Foundations and one from the Department of English Language and Literary Studies all from Nnamdi Azikiwe University, Awka. Cronbach Alpha was used to determine the Internal consistency of the English Language Interest scale and English Language motivation scale which yielded an overall co-efficient of 0.74 and 0.88 respectively. Kudar-Richardson 20 (KR-20) was used to check the Internal consistency of the English Language Achievement test and the reliability co-efficient of 0.87 was obtained. The experimental group were taught using the rotational model of blended learning approach while the control group were taught with the conventional lecture method. Data collected were analyzed using mean, standard deviation and ANCOVA. The findings of the study revealed that Students who were taught English Language using rotational model of blended learning approach achieved Significant higher mean score than their counterparts taught using Conventional Lecture method. Gender had significant effect in the achievement of students taught English Language using rotational model of blended learning approach but also there was Significant Interactive effect of teaching methods and gender on the achievement of students in English Language. It was concluded that rotational model of blended learning approach is effective in teaching English Language to Secondary School Students. It was recommended among others that secondary school teachers particularly English Language teachers should be encouraged to adopt the use of rotational model of blended learning approach in the teaching of English Language as it have been found to be effective means of instructional delivery. Also, suggestions for further studies were proffered.