CHAPTER ONE

INTRODUCTION

The last two decades of this century has seen a great evolution from the traditional way learning

has taken place in educational instructions. Technology, which has become a fundamental part of

life, now has a good impact on education and provides a variety of chances. Learning and

teaching methods are evolving, and scientific education is benefiting from these advancements.

The internet is widely used in the twenty-first century, notably inside the field of education.

In both the academic and business worlds, blended learning is fast gaining traction. It is one of

the most recent educational developments. Computers, which are one of the most important

aspects of the information era we are living in, and the internet, which has been growing at

a breakneck speed since the 1990s, continue to expand fast over the world. Society is also

transformed as a result of this growth. In tandem with the rapid advancement of technology, we

have seen enormous advancements in the field of education in recent years.

Thereupon, electronic and online learning environment have been strategically planned by

experts to integrate traditional method with technology to actualize educational goals in various

universities and institutions. Electronic learning has become far and wide step by step and it is

being utilized alongside the traditional learning learning model. Accordingly, blended learning

has arisen as a learning model. (Akgunduz & Akinoglu, 2016).

Social media is one of the most trending information dissemination platforms in the world now,

especially in Nigeria where more than a million users log in every day. According to

statista.com, as of January 2021, Nigeria had approximately 33 million active social media users.

WhatsApp is the most popular platform used in the country, with over 90 million users.
Facebook, YouTube, and Instagram followed as the most used social media platforms in

Nigeria. (Simona Varrella, 2021).

Social media platforms are adaptable and user-friendly. As a result, they are more easily used

than other learning management systems. With a few simple steps, a group of educators and

researchers can create a community, share many things, and communicate with one another. All

of these aspects provide benefits to use. All of these aspects provide benefits to users. Social

media sites can enrich education by providing blended learning experiences, and they can benefit

educational institutions by assisting with the teaching and assessment processes. ((Jones et al.,

2010)

With all these benefits there is need to research the effectiveness and attitude effect of blended

learning and social media learning on attitudes of undergraduates in Nigeria, hence this research

work.

1.1 BACKGROUND OF STUDY

Electronic learning has gradually become widespread and it is being used along with the human

teacher learning model. Thus, blended and social media supported learning has progressed as a

learning model.

While the blended and social media learning environment offers a number of strong aspects to

the learners such as being able to study at covered places and covered times and period and

also to receive immediate feedback correction through a web-based learning environment. It also

offers strong aspects such as discussions in the face to face learning environment, having direct

interaction and communication with the teacher and learner. A number of researchers have

enlisted the advantages of blended and social media learning. These advantages are
 1. Providing convenience and tractability in the learning environment.

2. Increase in learning level and achievements

3. Increase in the motivation in the course

4. Interaction

1.2 PROBLEM STATEMENT

The community of institutions utilizing blended and social media supported learning is rapidly

expanding. It is therefore critical that research for both blended learning and social media be

conducted to determine the effect on undergraduate students' attitudes and how it affects their

academic performance.

1.3 PURPOSE OF STUDY

The aim of this project is to investigate the effect of blended and social media supported learning

on undergraduate attitudes and academic achievement in Nigeria. This will be achieved by the

following objectives.

1. To carry out a survey on blended learning and social media supported learning in

universities.

2. To find out the factors that affect the effectiveness of blended learning and social media

supported learning in universities.

1.4 RESEARCH QUESTION

The hypotheses that have been developed in line with the aims of the study have been listed

below:
 1. Is there a meaningful difference between the attitudes of the students in the university,

for whom blended learning, social media supported learning and traditional learning were

applied?

2. Is there a meaningful difference between the academic performance of the students for

whom blended learning, social media supported learning and traditional learning were

applied?

1.5 SIGNIFICANCE OF STUDY

The importance of education in a country cannot be over emphasized and as the community of

institutions using blended and social media supported learning is growing in an alarming

rate. Blended and social media learning is indispensable program for individuals' self-

actualization, enhanced productivity and national development. It has been recognized that social

media can be organized to carry out educational activities.

It is, therefore, of great importance that research for both blended learning and social media is

conducted to determine the effect on the undergraduate students’ attitude and how it affects their

performance in the academics.

1.6 SCOPE OF STUDY

This study aims to examine the impact of blended learning and social media supported learning

on the self-directed learning skills of the students and their attitude regarding Nigeria University

and higher institutions.

1.7 DEFINITION OF TERMS

INTERNET: A global network based on TCP/IP protocol connecting method of computer.

Multimedia: Include text, images, animations, audios and videos, PowerPoint slide shows,

simulations etc.
Blended: Style of education in which students earn via electronic and online media as well as

traditional traditional learning teaching.

Social media: A term used to describe a variety of Web-based platforms, applications and

technologies that enable people to socially interact with one another online. Some examples of

social media sites and applications

include Facebook, YouTube, Del.icio.us, Twitter, Digg, blogs and other sites that have content

based on user participation and user-generated content (UGC).

Technology: Application of scientific knowledge for practical purpose, especially in industry.

 CHAPTER TWO

LITERATURE REVIEW

B
2.1 HISTORY OF BLENDED AND SOCIAL MEDIA

lended and social media learning is a type of education that mixes traditional place-

based classroom approaches with online educational materials and chances for

online participation. It re-creates the physical presence of both the teacher and the

student, while also incorporating some aspects of the students' context, such as our time, place,

path, or pace. While kids continue to attend "brick and mortar" schools, traditional learning

classroom activities are blended with computer-mediated activated regarding sit and delivery

when a teacher is there. Professional development and training are also placing where blended

learning is applied. Technology-based traveling emerged as an alternative to instructor-led

training in the 1960s on mainframes and minicomputers. The major advantage that blended

learning offers is scale, whereas one instructor can only teach so many people. (Wikipedia,

2021)

One example is Plato (Programmed Logic for automatic teaching operations) a system developed

by the university of Illinois and control data. Plato in particular had a long history of

importations and offered coursework from elementary to the college level (Anastasio &

Alderman, 1973)

Mainframe-based training has a number of interface limitation that gave way to satellite-based

live video in the 1970s. The advantage here was serving people who were not as computer

literate. The major challenge was the expense required to make this works. In the early 1990s;

CD-ROMS emerged as an abundant from of providing technology-based learning as bandwidth

through 56k moderns wasn't able to support very high-quality sound and video. The limitation to
CD-ROMS was tracking completion of coursework, so learning management system emerged as

a way to facilitate progress tracking.

Modern blended learning is delivered online although CD ROMS could feasibly still be used if a

learning managements system meets an institutions standard. Some examples of channels

through which online blending learning can be delivered include webcasting (synchronous and

asynchronous and online video (live and recorded) (Olubumm0 et al, 2019).

Although the concepts of blended learning and social media learning were first developed in the

1960s, the formal terminology to describe it did not take its current form until the late 1990s.

One of the earliest uses of the term appears in 1999 press release in which the interactive

learning centers, an attendant based education business, announced named change to EPIC

learning. The release mentions that the company currently operates 200 online courses, but will

begin offering its internet courseware using the company, blended learning methodology.

((Friesen, 2012)

The term "blended learning was initially is vague, encompassing a wide variety of technologies

and pedagogical methods in varying combinations (some making no use of technology

whatsoever)

2.2 DEFINING BLENDED LEARNING

In 2006, the term became more concrete with the publication of the first Handbook of blended

learning by Bonk and Graham. Graham challenged the breadth and ambiguity of the terms

definitions and defined "blended learning systems" as learning systems that combine traditional

learning instruction with computer mediated instructions (Bonk & Graham, 2006)

Additionally, a 2015 meta-analysis that historically looked back at a comprehensive review of

evidence-based research studies around blended learning, found commonalities in defining that
blended learning was "considered a combination of traditional It (face to face) modes of

instruction with online modes of learning, drawing on technology-mediated instruction, where all

participants in the learning process are separated by distance some of the time". This report also

found that all of these evidence-based studies concluded that student achievement was higher in

blended learning experiences when compared to either fully online or fully-traditional learning

experiences (Bonk & Graham, 2006).

"Blended learning" is sometimes used in the same breath as "personalized learning" and

differentiated instruction.

2.2.1 TYPES OF BLENDED LEARNING

Face-to-face Driver Model

The face-to-face driver model is the most similar to a traditional school structure. With this

approach, the introduction of online instruction is decided on a case-by-case basis, which means

that only certain students in each class will participate in any form of blended learning.

((Humaira et al., 2018) The face-to-face driver approach enables students who are struggling or

working above their grade level to progress at their own pace in the classroom by technology.

Although this model appears to be simple, there have been various allusions and nomenclature

for it. This classification was also referred to as oral communication ((Garrison & Kanuka,

2004), In‐class instruction (Chase, 2012), “place of the classroom” (Friesen, 2011), Bricks,

mortar (Schulte, 2011), “a supervised brick‐and‐mortar location away from home” (Staker &

Horn, 2012). Friesen 2012 asserted that all these terms have the same meaning (Friesen, 2012).

Rotation Model

Students in this type of blended learning rotate between different stations on a set schedule,

either working online or face-to-face with the teacher. In elementary schools, the rotational mode
is more commonly used. Because many elementary schools in California are already set up to

have students rotate between stations, the rotational model is used by 80 percent of blended

learning elementary schools. (Humaira et al., 2018)

Flex Model

Schools that serve a large number of non-traditional or at-risk students frequently use the flex

model of blended learning. Material is primarily delivered online under this strategy. Although

teachers are present to provide on-site support as needed, learning is primarily self-guided, with

students independently learning and practicing new concepts in a digital environment. The flex

model is a strategy used by the Advance Path Academy, a blended learning school that

collaborates with school district partners to meet the needs of students who have behavioral,

academic, and/or socioeconomic challenges. (Humaira et al., 2018)

Online Lab Model Online (Graham, 2006; Stacey & Gerbic)

As schools face increasing resource constraints, the blended learning online lab model is a viable

option for assisting students in completing courses, including those not offered at the specific

school site. Students in this scenario learn entirely online but must visit a dedicated computer lab

to complete their course work. The lab is supervised by adults, but they are not trained teachers

((Humaira et al., 2018). This not only allows schools to offer courses for which they do not have

a teacher or a sufficient number of teachers, but it also allows students to work at their own pace

and in a subject area that suits them without interfering with the learning environment of other

students ((Salleh et al., n.d.). The model is in parallel with the term Written communication

(Garrison & Vaughan, 2008), Distributed learning (Graham, 2006), “space of the screen”

(Friesen, 2011), Clicks, virtual (Schulte, 2011), “online delivery of content and instruction”

(Staker & Horn, 2012).

Self-Blend Model

The self-blend model of blended learning, which is popular in high schools, allows students to

take classes that are not already available at their school. While these students will attend

traditional school, they will also supplement their education through online courses offered

remotely. Students must be highly self-motivated in order for this blended learning method to be

successful. Self-blended courses are ideal for students who want to take more advanced

placement courses or who are interested in a subject that is not covered in the traditional course

catalog ((Humaira et al., 2018).

Benefit of blended learning

The benefits of blended learning have been addressed by a number of researchers. These benefits

include: i) providing flexibility and convenience in the learning environment; ii) increasing

learning level and achievement; iii) increasing knowledge permanence; iv) increasing interest in

learning; v) increasing motivation in the course; vi) interaction; and vii) increasing interaction

and cost efficiency (Singh and Reed, 2001; Garnham & Kaleta, 2002; Young, 2002; Carman,

2002; Collis, 2003; Osguthorpe & Graham, 2003; Rovai & Jordan, 2004; Sancho, Corral, Rivas,

Gonza ́lez, Chordi & Tejedor, 2006; Cavalli, Gnudi, Iovino, Lorenzi & Malvisi, 2007; Lilje &

Peat, 2007; Akın, 2007; Orhan, 2007; Altun, Gülbahar ve Madran, 2008; Finch, 2008; Karaman,

Özen, Yıldırım ve Kaban, 2009; Uluyol ve Karadeniz, 2009; Uzun ve Şentürk, 2010).

2.3 SOCIAL MEDIA

Furthermore, according to Neal (2012), the word social media refers to the various simple

services that anybody may use to communicate with other people online, such as Facebook,

YouTube, Blog, Twitter, and so on.

As a result, using social media's basic and easy services allows us to simply build an online

presence, such as signing up for a Facebook and Twitter account, and then creating our own

material on the web within minutes.

Furthermore, academic accomplishment refers to a student's capacity to study and retain facts, as

well as his or her ability to convey his or her knowledge orally or in writing, even during an

examination (Kpolovie, Joe and Okoto, 2014).

2.4 RELATED WORKS

In 2012 in Istanbul, a study by Akgunduz and Akinoglu looked into the impact of blended

learning and social media-assisted learning on students' attitudes and self-directed learning skills

in Science Education. The study took place in 2011-2012 with 74 7th grade students from a

primary school in Kadiköy, Istanbul, who participated in the “Our Body Systems” unit. The

study was designed using a pretest–posttest control group. The control group received traditional

face-to-face instruction with the 5E learning cycle, while one of the experimental groups

received a blended learning model (face-to-face and internet-based instruction) with the 5E

learning cycle and the other experimental group received social networking supported based on

face-to-face approach and the 5E learning cycle model. The Science Teaching Attitude Scale and

the Self-directed Learning Skills Scale were used to collect data. Quantitative data was evaluated

using the SPSS 17 Statistic Program's One-Way Anova, t-Tests, and Kolmogorov Smirnov-Z

Test. As a result, the blended learning experimental group dramatically improved their science

attitude and self-directed learning ability; Although there was no significant difference between

the social media supported learning group and the control group, the social media supported

learning group has a beneficial impact on attitude and self-directed learning

skills. (Akgunduz & Akinoglu, 2016).

According to Heffner (2016), using social media to deal with academic issues might be

beneficial, especially if students are in touch with another student who is having the same

problem. Students may use social media to communicate with one another, which is useful since

it allows them to address class concerns.

In addition, Adam Mahamat (2014) requested student feedback on how their use of social

networking sites affects their academic performance. The researchers performed a preliminary

survey of Malaysian university students. Social networking, according to the majority of

respondents, is useful.

According to Menseh and Nizam (2016), social networking has a significant impact on students'

academic achievement. They also brought up the issue of students' unusual usage of social media

platforms. According to the report, universities and colleges in Malaysia should teach their

students how to use these platforms for educational reasons, which would have a beneficial

influence on their academic performance.

Jaipuria, Jha, and Sinha 2016 stated that students are more likely to be impacted by social media.

It has a significant impact on the lives of college students who keep track of their grades. They

went on to say that social media is appealing because it provides a new environment for college

students to meet friends in, as well as a wonderful method to relieve stress. It was also mentioned

that a strategy for balancing the link between social media and academic studies is needed. As a

result, college students should consider how to balance social media and academics (Jaipuria,

Jha, and Sinha 2016).

Furthermore, the outcomes of an experiment performed by Eke, Omekwu, and Odoh (2014)

among Nigerian students revealed that utilizing social media has certain advantages, including
virtual meetings with co-research scholars, self-esteem and wellbeing, research and learning;

strengthening interpersonal relationship; read and write web skills etc. Students also use social

media to interact with friends, watch movies, discuss national topics such as politics, the

economy, and religion, and for academic purposes. According to Mingle and Adams (2015),

some students improved their reading abilities as a result of their involvement in and use of

social media. Respondents also used social media to communicate ideas, discuss, and share test

questions. All the same, Mingle and Adams (2015) claimed that majority of respondents had

negative impacts i.e. bad language and spelling, late submission of assignment, fewer study time

and poor academic achievement due of too much use of social media networks. Furthermore,

there was a significant level of social media addiction among pupils. Eke, Omekwu, and Odoh

(2014) listed various risks connected with social networking sites, including E-crime, Internet

addiction, idleness, conventional crimes such as fraud, murder, and abduction, as well as

immoral acts such as pornography, prostitution, and cyber-bullying. In addition, the outcomes of

a survey performed by Roblyer, McDaniel, Herman and Witty (2010) showed that faculty and

students differ somewhat in their current and anticipated uses of social media such as Facebook.

It was noted that there is a significant difference between the perceived role of this tool as social,

rather than educational. Students appear to be far more receptive to the concept of utilizing

Facebook for educational purposes than professors. Due to a lack of awareness among students

and faculty members about the appropriate use of social media topics of educational interest,

most faculty members believed that social media has a negative effect on students' academic

performances compared to positive effects (Sudha and Kavitha, 2016). Meanwhile, Heffner and

Tara (2016) performed a research among undergraduates at Rowan University in the United

States, and found that the beneficial impacts of social media on their academic performance were
considerably low. According to the findings, social media has no beneficial impact on kids'

academic accomplishments. Because students' GPAs dropped as a result of their usage of social

media. Undergraduate students should control and monitor their time spent on social media sites

such as Facebook, according to the research. In a separate research, Mushtaq (2015) identified

social media as a role in students' lack of newspaper reading habits, perhaps causing them to

miss out on valuable information included in the newspaper.

Furthermore, Wang, Chen, and Liang (2011) claimed that social networking had a significant

impact on students' productivity and grades. As a result, educators must be concerned about these

issues and work to discover better ways to address them. Though the concepts outlined here are

framed within an academic context, they can be used to investigate the use of communication

technology not only at school, but also at home, at work, and in a variety of other settings, and

for a variety of different viewers such as teenagers, young adults, the elderly, or families.

A study in 2018 was conducted by Humaira, Asbah and Aty Ayati to determine the efficacy of

employing the Blended Learning technique in teaching reading to Man 2 Model Mataram second

grade students. The study employed a quasi-experimental approach with a non-equivalent control

group. XI IS 2 was taught utilizing the Blended Learning Reading Technique, but XI IS 1 was

taught without the Blended Learning Reading Technique. To collect data, the researcher

administered a reading test. The t-test was the formula employed to assess the data. It's designed

to figure out how much of a difference there is between the experimental and control groups'

scores. After evaluating the data, it was discovered that the mean score of the experimental group

was 14,21, and the mean score of the control group was 8,42, based on the t-test formula. The

population of the research was of the conducted of two classes as sample; Experimental group

(XI IS 2) and control group (XI IS 1) (Humaira et al., 2018).

Also, in 2021 Chinwendu and Nkechi investigated the effect of blended learning on the academic

performance of Physics students in Federal Colleges of Education in South East, Nigeria. Two

research objectives, two research questions as well as two research hypotheses guided the

study. The population of the study comprised all the 287 Physics students in the three Federal

Colleges of Education Nigeria. A total of 81 students from two of the three colleges were

purposefully chosen for the study. The data was collected using a -50 multiple choice researcher-

created test called the Researcher Made Electromagnetic Theory Achievement Test (RMETAT).

To guarantee the instrument's reliability, the test-retest approach was utilized. It was also

discovered that student performance was not affected by their gender. As a result, the

researcher advised that blended learning be made a mandatory teaching approach for colleges of

education and comparable institutions, as well as that periodic training and retraining of teachers

at higher education institutions on 21st century teaching be made mandatory. (Chinwendu &

Nkechi, 2020).
 CHAPTER THREE

METHODOLOGY

3.1 RESEARCH DESIGN

The quantitative research design was chosen as the study's major and substantial approach. A

quantitative approach involves the researcher collecting, analyzing, and interpreting many types

of numerical data acquired from a big population (Teddlie and Tashakori, 2009).

3.2 POPULATION SAMPLE AND SAMPLING TECHNIQUES

The respondents of the study were undergraduates of Lagos state University. These respondents

were randomly selected from nine faculties of Art, Education, management sciences, sciences

and social sciences. Out of about 7000 students studying in Lagos University throughout Nigeria.

371 students were randomly selected for the quantitative data.

3.4 INSTRUMENT FOR DATA COLLECTION

Survey questionnaire was used as instrument of study. The questionnaire featured 16 lickert scale

question adapted from Mushtaq (2018). The items used in this questionnaire were chosen from

the previous study questionnaires such as Sudha and Kavitha (2016) who performed their study

among the undergraduates at Salem University of the USA.

3.5 VALIDITY OF THE INSTRUMENT

This instrument of study used here in this research i.e. survey questionnaire has been adapted

from previous similar research studies research that have been implemented with the similar

objectives. The researcher worked hand-in-hand with the project supervisor and some other
assistants to valid the questionnaire with other existing project. The assessment was further

compared with the research scope in order to isolate and tailor it with this research.

3.6 RELIABILITY OF THE INSTRUMENT

As stated above the Mushtaq (2018) and Sudha (2016) have carried out researches using this

instrument which have similarities with the purpose and objectives of this research study.

Although it was more tailored with the audiences of the research who were subjects of LASU

and Nigerian students

3.7 PROCEDURE FOR DATA COLLECTION

This research survey questionnaire was designed the online google forms platform. This is then

sent to various social media group on known social media platform in each faculty; Medical,

Engineering, Political sciences, Journalism, Islamic law, Language and literature, Education,

Economic and Agriculture. The data is now collected for analysis in the SPSS software.

3.8 METHOD OF DATA ANALYSIS

The SPSS software was used for the analysis. The descriptive tests and One-Way Analysis of

Variance (ANOVA) were employed to analyses the data generated from the survey.
 CHAPTER FOUR

RESULTS

4.1 RESEARCH QUESTION 1

1. Is there a meaningful difference between the attitudes of the students in the university, for

whom blended learning, social media supported learning and traditional learning were

applied?

Result from the questionnaire gave a value of Cronbach’s Alpha for each of the 3 variables

used. This is represented in Table 1 below

Table 1 Cronbach's Alpha value for each variable

Variables Cronbach’s Alpha No. of Items

Cognitive 0.385 6

Affective 0.737 6

Behavioral 0.766 12

From Table 1 above, the cognitive variable which contained 6 items were found unreliable for

measuring impact of social media in this questionnaire. Therefore, this study focused mainly on

the other variables of attitude which are the behavioral and affective among the student of each

faculty. The two variables had Cronbach’s Alpha of 0.737 and 0.766.
Table 2: Descriptive analysis on Affective Mean score

Affective Item N- Population that Mean

took the

questionnaire

Standard Error

I am happy to voice out 371 3.80 0.83

my opinion through

social media

I like to share my 371 2.52 0.92

personal opinion and

emotion through social

media

Table 2 above shows the highest mean score for affective: prefer to voice out the opinion through

social media is 3.80 and lowest mean score: they like to share personal opinion and emotion is

2.52

Table 3 Descriptive analysis on Behavioral mean score

Behavioral Item N- Population that Mean

took the

questionnaire

Standard Error

I use social media 371 4.18 0.066

during leisure time

I used social media all 371 2.19 0.114

 the time

Table 2 above shows the highest mean score for behavioral: use of social media during leisure

time is 4.18 and lowest mean score: use of social media all the time affecting other educational

activities 2.19

Table 4 ANOVA test-regression

Model Sum of Squares Df Mean Square F

1 Regression 19.786 1 19.786 67.023

Residual 34.834 369 .295

Total 54.620 370

Table 4 represents ANOVA test shows that model regression is significant (P<0.05). The t-value

showed (t>1.645). Therefore, affective is significant behavioral predictor. This shows that both

variables affect the social media users’ attitude.

4.2 RESEARCH QUESTION 2

2. Is there a meaningful difference between the academic performance of the students for

whom blended learning, social media supported learning and traditional learning were

applied?

Table 5 Analysis of mean of total scores of performances of students taught with blended learning and traditional learning

Strategy Pretest Post-test Difference in Mean

 (µ-
(SD -
mean)
standard

deviation)

Experimental group 12.37 6.67 27.89 6.79 4.68

Control group 13.62 5.66 23.21 5.66

Table 2 above shows that the mean total scores of students taught with blended learning strategy

(Experimental group) and that of those taught with the traditional learning (control group) at post

are 27.89 and 23.21 respectively. The difference in the means of the experimental group i.e.

blended learning and the control group i.e. traditional learning traditional (27.89 – 23.21)

approach is 4.68. we therefore confirm that some differences exist in the performances of the

mean total scores of students taught with blended learning (experimental group) and that of those

taught with the traditional learning (control group) at post-test, and the experimental group has

recorded a fairly higher mean than that of the control group.

4.3 SUMMARY OF THE FINDINGS

During analysis to study first research question “Is there a meaningful difference between the

attitudes of the students in the university, for whom blended learning, social media supported

learning and traditional learning were applied?” through Cronbach’s Alpha it was found that

cognitive variable was unrelaible. Therefore, behavioral and affective were used. Descriptive

analysis on the behavioral and affective variable with ANOVA test resulted in that affective is

significant behavioral predictor.

The study also found out that for the second research question “Is there a meaningful difference

between the academic performance of the students for whom blended learning, social media

supported learning and traditional learning were applied?” post-test mean of the experimental

group is higher than that of the traditional learning approach and that the mean difference is

significant, although, gender has no significant effect on the performance of student.

 CHAPTER FIVE

DISCUSSION AND CONCLUSION

5.1 DISCUSSION OF THE FINDINGS

5.2 IMPLICATIONS OF THE STUDY

5.3 CONCLUSION

5.4 RECOMMENDATIONS
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