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.
