Incorporating Blended Learning into the 21st Century Educational Pedagogy as Learning Approach among Undergraduate Students of Public Universities in North-West Nigeria

Abstract

Blended learning is regarded as a pedagogical approach that combines traditional face-to-face instruction with online learning tools and resources. This study investigated the significance of incorporating a blended learning model into the traditional teaching and learning approach among universities in North-West Nigeria. Three objectives and two hypotheses guided the study. The study employed descriptive survey research design. The population of the study comprised of all regular undergraduate students (180,625) in public Universities in North-west Nigeria. Simple random sampling technique was used to select 380 participants from five (5) universities across the study area using Krejcie and Morgan (1970) table for determining sample size for specific population. A researcher structured questionnaire was employed for data collection. Descriptive statistics such as mean score and standard deviation were used to answer research question one, while question two and three were tested using inferential statistics such as t-test and multiple regression. Findings from the study revealed that there was positive perception of undergraduate students towards the incorporation of blended learning. The results also found a statistically significant difference in the effect of blended learning on students’ engagement. The results further revealed a statistically significant effect in the relationship among blended learning, students’ motivation and engagement in public universities in North-West Nigeria. Based on the findings, the study recommended among others that divergent methodology to blended learning approach such as flipped classroom and inverted classroom should be encouraged in order to enhance and stimulate Students motivation.