Adoption of Blended Learning in Second Cycle Schools. Evidence from Tarkwa SHS and Fiaseman SHS

Abstract

The study investigated the adoption of blended learning in two senior high schools namely Tarkwa SHS and Fiaseman SHS. The purpose of this qualitative study was to find out teachers’ and students’ perceptions and barriers to the adoption of blended learning in the secondary education of Ghana. This study was underpinned by the Unified Theory of Acceptance and Use of Technology (UTAUT). Data collection involved semi-structured interviews conducted using twelve students and seven teachers from the two schools. The findings revealed that some of the teachers are engaged in some forms of blended learning yet there is no standardized blended learning pedagogy adopted by the institutions. It also revealed that most students need training in computer literacy so that they can fully participate in blended learning environments. It again revealed that erratic power supply, high cost of internet access are the main challenges affecting the implementation of blended learning. Therefore, the study recommended that the management of the schools should adopt a standardized pedagogy for blended learning implementation. It also recommended that the appropriate regulatory bodies ensure that electricity and internet service providers meet the service level agreements and provide quality services. It finally called also on donor agencies, government and cooperate institutions to support the adoption of blended learning in second cycle schools.