Publication Information
Journal: NAU Journal of Technology and Vocational Education
Volume: 6 (2021)
LEVEL OF APPLICATION OF BLENDED LEARNING PEDAGOGICAL DESIGN BY BUSINESS EDUCATORS IN TERTIARY INSTITUTIONS IN ANAMBRA STATE
Okoli, Constance Ifeyinwa
ci.okoli@unizik.edu.ng Department of Technology and Vocational Education, Nnamdi Azikiwe University, Awka
Ikpat, Nzube Happiness
Department of Technology and Vocational Education, Nnamdi Azikiwe University, Awka
Instructional delivery has been under series of modifications since the advent of Information and
Communication Technology (ICT). Particularly, with the need to shapeclassrooms to match the
21st century job demands, the use of technology has become compulsory for teachers to
incorporate in the classroom. This study ascertained the level of application of blended learning
pedagogical design by business educators in tertiary institutions in Anambra State. One
research question guided the study and two null hypotheses were tested. Descriptive survey
research design was adopted for the study. The population of the study comprised 99 business
educators from public tertiary institution in Anambra State. No sampling was done due to the
relatively small size of the population. The instrument for data collection was a structured
questionnaire titled “Level of application of Blended-learning Pedagogical Design
Questionnaire” (LABPDQ) which was validated by three experts. Cronbachalpha was used to
determine the reliability of the instrument and it yielded reliability coefficient of 0.89. The
researchers together with two research assistants collected data for the study using direct
approach method and 91% return rate was recorded. Mean and standard deviation were used to
answer the research question while t-test was used in testing the hypotheses at 0.05 level of
significance. The findings of the study revealed among others that business educators apply
blended learningpedagogical design at a moderate level in tertiary institutions in Anambra
State. Based on the findings, it was recommended among others that administrators of business
education programmes should regularly organize in-service training for lecturers on current
trends in the application of blended learning pedagogical design in the classrooms. Lecturers
should from time to time avail themselves the opportunity to get acquainted with the state-of-theart technology by attending the training programmes, workshops and seminars.
Communication Technology (ICT). Particularly, with the need to shapeclassrooms to match the
21st century job demands, the use of technology has become compulsory for teachers to
incorporate in the classroom. This study ascertained the level of application of blended learning
pedagogical design by business educators in tertiary institutions in Anambra State. One
research question guided the study and two null hypotheses were tested. Descriptive survey
research design was adopted for the study. The population of the study comprised 99 business
educators from public tertiary institution in Anambra State. No sampling was done due to the
relatively small size of the population. The instrument for data collection was a structured
questionnaire titled “Level of application of Blended-learning Pedagogical Design
Questionnaire” (LABPDQ) which was validated by three experts. Cronbachalpha was used to
determine the reliability of the instrument and it yielded reliability coefficient of 0.89. The
researchers together with two research assistants collected data for the study using direct
approach method and 91% return rate was recorded. Mean and standard deviation were used to
answer the research question while t-test was used in testing the hypotheses at 0.05 level of
significance. The findings of the study revealed among others that business educators apply
blended learningpedagogical design at a moderate level in tertiary institutions in Anambra
State. Based on the findings, it was recommended among others that administrators of business
education programmes should regularly organize in-service training for lecturers on current
trends in the application of blended learning pedagogical design in the classrooms. Lecturers
should from time to time avail themselves the opportunity to get acquainted with the state-of-theart technology by attending the training programmes, workshops and seminars.
Adirika, B. N.&Ikwuka, O. I. (2018). Innovative instructional strategies for competency-based
learning. Doi: 10.13140/RG.2.2.28523.80161. 27 April 2021
Ahmad, S. A. (2012). E-learning in the Nigerian Education System. Journal of Education in
Africa Maiden Issue, 1(1), 239-252.
Akudolu, L. R. (2012). Exploring appropriate pedagogical designs for optimizing e-learning in
higher education in Nigeria. Unizik Orient Journal of Education, 6(1), 105-119.
Alu, N. C. (2011). Utilizing e-learning in science and technology education: problem and
prospects. In N. Onyegegbu& U. Eze (Eds). Optimizing e-learning opportunities for
effective educational service delivery. Enugu: Timex Enterprises for Institute of
Education University of Nigeria Nsukka.
Bupo, G. O. (2019). Effects of blended learning approach on business education students’
academic achievement and retention in financial accounting in universities in Rivers
State. Unpublished PhD Dissertation, Department of Technology and Vocational
Education, NnamdiAzikiwe University, Awka.
Eze, T. I, Okoli, C. I. &Ehushie, O. M. (2017). Extent of utilization of Information and
Communication Technology facilities by business educators in tertiary institutions in
Imo State. NAU Journal of Technology and Vocational Education, 2(1), 29-41
Fadare, G. O. (2015). Assessment of instructional facilities and equipment available for
implementation of Office Technology and Management programme in Nigeria
Polytechnics. Nigeria Journal of Business Education, 2(3), 200 – 212.
Fleming, J., Becker, K.& Newton, J. C. (2017). Factors for successful e-learning: does age
matter? Education and Training, 59(1), 76-89.
Ilechukwu, C. L.&Njoku, C. C. (2014). Optimizing e-learning in Nigerian universities for
sustainable development. Journal of Information Engineering and Applications, 4(10),
16-22.
Jeffery, L. M., Milne, J., Suddaby, G.& Higgins, A. (2014). Blended learning: How teachers
balance the blend of online and classroom components. Journal of Information
Technology Education, 13, 121-140. Retrieved from
http://www.jite.org/documents/Vol13/JITEv13ResearchP121-140Jeffery0460.pdf
Kiviniemi, M. T. (2014). Effects of a blended learning approach on students learning outcomes
in a graduate-level public health course. BMC Medical Education, 1-7.
https://doi.org/10/1186/1472-6920-14-47. 5 August 2018.
Lalima, K. &Dangwal, K. L. (2017). Blended learning: An Innovative Approach. Universal
Journal of Educational Research, 5(1), 129-136.
https://doi.org/10.13189/ujer.2017.050116. 23 April 2021.
Lopez-Perez, M. V., Perez-Lopez, M. C.& Rodriguez-Ariza, L. (2013). Blended learning in
higher education: students’ perception and their relation to outcomes. Computers &
Education, 818-826.
Ng Ling Ying, A.& Yang, I. (2017). Academics and learners’ perception on blended learning as
a strategic initiative to improve student learning experience. MATEC web of
conferences 87. DOI: 10.1051/matec.conf/20178704005. 21 July 2018.
Noni, S. N., Abdullah, H. A. & Ismail, N. (2017). Satisfaction in blended learning among
polytechnic students. Man in India, 97(13), 217-226.
https//www.researchgate.net/publication/318635338. 21 July 2021
Nworgu, B. G. (2015). Educational Research: Basic issues and methodology. Nsukka:
University Trust Publishers.
Obidile, J. I., Obi, O. C &Ikpat, N. H. (2019). Technical, vocational education and training
(TVET): Tool for combating insecurity in Nigeria. International Journal of Vocational
and Technical Education Research, 6(3), 21-28.
Odoi, G., Ussiph, N. &Panford, K. J. (2019). Application of blended learning at the SHS level –
Impact on students’ performance. International Journal of Computer Science and
Information Security, 17(7). 80-88.
Okocha, F. O., Eyiolorunshe, T.&Oguntayo, S. (2016). Students’ acceptance of blended learning
in Nigeria. Advances in Multidisciplinary and Scientific Research, 3(1), 43-50.
Oladunjoye, T. G. (2016). Optimizing business education for national development. Nigerian
Journal of Business Education, 3(1), 1-16.
Schutte, N., Cronje, A., Mokoena, M., Barkhuizen, N.&Mokoto, M. (2017). Academic staff
perceptions of a blended learning approach in a selected higher education institution.
International Journal of Management and Applied Science, 3(6) 12-17.
learning. Doi: 10.13140/RG.2.2.28523.80161. 27 April 2021
Ahmad, S. A. (2012). E-learning in the Nigerian Education System. Journal of Education in
Africa Maiden Issue, 1(1), 239-252.
Akudolu, L. R. (2012). Exploring appropriate pedagogical designs for optimizing e-learning in
higher education in Nigeria. Unizik Orient Journal of Education, 6(1), 105-119.
Alu, N. C. (2011). Utilizing e-learning in science and technology education: problem and
prospects. In N. Onyegegbu& U. Eze (Eds). Optimizing e-learning opportunities for
effective educational service delivery. Enugu: Timex Enterprises for Institute of
Education University of Nigeria Nsukka.
Bupo, G. O. (2019). Effects of blended learning approach on business education students’
academic achievement and retention in financial accounting in universities in Rivers
State. Unpublished PhD Dissertation, Department of Technology and Vocational
Education, NnamdiAzikiwe University, Awka.
Eze, T. I, Okoli, C. I. &Ehushie, O. M. (2017). Extent of utilization of Information and
Communication Technology facilities by business educators in tertiary institutions in
Imo State. NAU Journal of Technology and Vocational Education, 2(1), 29-41
Fadare, G. O. (2015). Assessment of instructional facilities and equipment available for
implementation of Office Technology and Management programme in Nigeria
Polytechnics. Nigeria Journal of Business Education, 2(3), 200 – 212.
Fleming, J., Becker, K.& Newton, J. C. (2017). Factors for successful e-learning: does age
matter? Education and Training, 59(1), 76-89.
Ilechukwu, C. L.&Njoku, C. C. (2014). Optimizing e-learning in Nigerian universities for
sustainable development. Journal of Information Engineering and Applications, 4(10),
16-22.
Jeffery, L. M., Milne, J., Suddaby, G.& Higgins, A. (2014). Blended learning: How teachers
balance the blend of online and classroom components. Journal of Information
Technology Education, 13, 121-140. Retrieved from
http://www.jite.org/documents/Vol13/JITEv13ResearchP121-140Jeffery0460.pdf
Kiviniemi, M. T. (2014). Effects of a blended learning approach on students learning outcomes
in a graduate-level public health course. BMC Medical Education, 1-7.
https://doi.org/10/1186/1472-6920-14-47. 5 August 2018.
Lalima, K. &Dangwal, K. L. (2017). Blended learning: An Innovative Approach. Universal
Journal of Educational Research, 5(1), 129-136.
https://doi.org/10.13189/ujer.2017.050116. 23 April 2021.
Lopez-Perez, M. V., Perez-Lopez, M. C.& Rodriguez-Ariza, L. (2013). Blended learning in
higher education: students’ perception and their relation to outcomes. Computers &
Education, 818-826.
Ng Ling Ying, A.& Yang, I. (2017). Academics and learners’ perception on blended learning as
a strategic initiative to improve student learning experience. MATEC web of
conferences 87. DOI: 10.1051/matec.conf/20178704005. 21 July 2018.
Noni, S. N., Abdullah, H. A. & Ismail, N. (2017). Satisfaction in blended learning among
polytechnic students. Man in India, 97(13), 217-226.
https//www.researchgate.net/publication/318635338. 21 July 2021
Nworgu, B. G. (2015). Educational Research: Basic issues and methodology. Nsukka:
University Trust Publishers.
Obidile, J. I., Obi, O. C &Ikpat, N. H. (2019). Technical, vocational education and training
(TVET): Tool for combating insecurity in Nigeria. International Journal of Vocational
and Technical Education Research, 6(3), 21-28.
Odoi, G., Ussiph, N. &Panford, K. J. (2019). Application of blended learning at the SHS level –
Impact on students’ performance. International Journal of Computer Science and
Information Security, 17(7). 80-88.
Okocha, F. O., Eyiolorunshe, T.&Oguntayo, S. (2016). Students’ acceptance of blended learning
in Nigeria. Advances in Multidisciplinary and Scientific Research, 3(1), 43-50.
Oladunjoye, T. G. (2016). Optimizing business education for national development. Nigerian
Journal of Business Education, 3(1), 1-16.
Schutte, N., Cronje, A., Mokoena, M., Barkhuizen, N.&Mokoto, M. (2017). Academic staff
perceptions of a blended learning approach in a selected higher education institution.
International Journal of Management and Applied Science, 3(6) 12-17.