Abstract:
The study explored the stakeholders‟ perceptions on the adoption of blended learning
approach (BLA) in selected secondary schools in Morogoro Municipality, Tanzania.
Specifically, the study aimed to: determine stakeholders‟ knowledge and attitude on
the adoption of blended learning approach in selected secondary schools; examine
the learning environments which support the adoption of BLA in selected secondary
schools; assess the extent to which the BLA is used in teaching and learning in
selected secondary schools. The study employed a mixed-methods research approach
and a case study design. A sample size of 74 respondents from two selected
secondary schools was used to inform this study. Interviews, participant observation,
questionnaires and documentary review were used to collect data. Quantitative data
analysis was mainly descriptive and was done by the Statistical Package for Social
Sciences (SPSS), while the thematic content analysis was employed to analysis
qualitative data.
Findings reveal that stakeholders perceived the BLA as a teaching model of
combining traditional and modern methods. It involves the use of computers,
internet, projectors that help to provide appropriate learning materials within a
limited learning time. Also, stakeholders had positive attitudes towards the
contribution of BLA on students‟ meaningful learning. Moreover, it was found that
BLA exposed students to real objects that support fast understanding, hence
motivated learning through the use of audio-visual materials. The findings further
show that the learning environment in the selected secondary schools was supportive
to the adoption of blended learning. The application level of BLA was 60%.,
furthermore, two-third of the teachers were trained to use BLA. In conclusion, BLA
is perceived to improve academic achievement through learning thus, the resolution
to the challenges would promote its application in the classroom. It is commended
that the government install necessary facilities that could support the use of BL in
schools as per the curriculum demands.
