JOURNAL OF LIAONING TECHNICAL UNIVERSITY

ATTITUDE AND BEHAVIOURAL INTENTION OF SCIENCE STUDENTS TOWARDS BLENDED LEARNING IN TERTIARY INSTITUTIONS IN EKITI STATE

Alake, Ese Monica, Omodara, Oladele Dennis

Abstract

The study investigated science students' attitude and behavioural intentions towards blended learning in tertiary institutions in Ekiti State. Three hundred and twenty-six (326) respondents who were selected from three (3) higher institutions of learning, which comprised one hundred and seventy-six (176) male students and one hundred and fifty (150) female students constituted the survey sample. For the investigation, a straightforward random sample methodology was used. The study used a descriptive survey design since it makes it possible to get data from a representative sample of a specific population and to describe situations as they exist. The instrument used for data collection was a self-structured questionnaire designed by the researchers based on some perceived variables on the attitude and behavioural intention of science students towards blended learning in tertiary institutions in Ekiti State. Two research questions were raised to guide the study and were answered descriptively using a weighted mean. Three research hypotheses were formulated for the study and tested using a t-test of independent sample and Pearson Product Moment Correlation (PPMC). A notable connection between the data showed up during data analysis was the perceived level of the attitude of tertiary institution science students and the use of blended learning for effective learning. It was further revealed that there was a significant relationship between the behavioural intention of tertiary institution science students and the use of blended learning. Lastly, it was revealed that there was no significant difference in the behavioural intentions of male and female students of tertiary institutions towards the use of blended learning for instructional purposes. The study recommended that blended learning should be encouraged by institutions of higher education as it combines both face-to-face and online learning and that blended learning must be embraced synchronously and asynchronously.

Keywords: Blended learning, Behavioural Intention, Attitude, Science Students, Tertiary Institutions