The Role of Students’ Characteristics on Use of Blended Learning Approach in Selected Public Universities in Kenya

Main Article Content

Moses Murithi Ndwiga https://orcid.org/0000-0002-6717-8933
Khaemba Ongeti
Anne Syomwene

Keywords

Blended learning, students, perception, self-efficacy, experience, public universities, Kenya

Abstract

Quality education ‘anywhere’ and ‘anytime’ is a top global agenda in the education sector. Blended Learning (BL) approach has undisputedly proved as the best and appropriate approach towards attainment of the agenda. However, its many interesting advantages have been tapped minimally by many universities. The purpose of this paper was to determine the role of learners’ characteristics on the use of blended learning for teaching and learning among Bachelor of Education (B. ED) Students in selected public universities in Kenya. The research objectives were; to establish the role of learners’ perceptions, learners’ self-efficacy and learners’ previous experience on use of blended learning for teaching and learning of B. ED students in selected public universities in Kenya. The study was grounded on Bandura’s Social Learning Theory (SLT). The study utilized pragmatism philosophy and descriptive design. There are 41 public universities licensed by Commission of University Education (CUE), however, the study purposively selected 8 universities. Third year B. ED students (N=7385) in selected public universities in Kenya were the target population. The Nassiuma formula was used to obtain sample size of (n=218) 3rd-year education students and (n=49) lecturers. Data was collected using semi-structured questionnaires. Data was analysed using descriptive statistics and presented in form of frequencies, percentages, mean and standard deviation. The study findings showed that B. majority of ED students characteristics favored the use of BL (M=5.08, SD=2.04). Specifically, the students perceived blended learning is interesting (M=4.87, SD=2.09); learners demonstrated high self-efficacy (M=5.37, SD=1.92) and previous experience supported students’ use of blended learning (M=5.02, SD =2.12). The study suggests that students should undertake ICT skills training course at first year first semester; lecturers should be motivated and public universities create effective infrastructure, policies and retool faculty member. Further studies should be done on use of BL at private universities, secondary schools and public universities out of Kenya.

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