Assessing The Impact of Blended Learning on Early Childhood Education Teachers' Professional Development in Akinyele Local Government
DOI:
https://doi.org/10.69760/egjlle.2601009Keywords:
blended learning, early childhood education, access, pedagogical skills, technology integration, barriersAbstract
This paper investigated the extent of access to blended learning platforms, effects of blended learning on pedagogical and instructional competencies of early childhood education (ECE) teachers, as well as the interconnection between participation in blended learning and attitudes towards using technology among ECE teachers in Akinyele Local Government. The study was conducted with four research questions and four purposes.
The research design employed was the descriptive survey research design where the population was made up of all ECE teachers in Akinyele Local Government. The sample population was also stratified with the help of the random sampling technique thus including 100 ECE teachers in the sample population by including a representative of both the public and private institutions. Data collection took place on the basis of a structured questionnaire, which was verified by experts, and evaluated with respect to reliability on the basis of pilot test where the Cronbach alpha coefficient was found to be 0.8. The analysis of quantitative data was based on descriptive statistics (frequency, percentage, mean, and standard deviation) and Pearson correlation to study relationships. Open ended responses were analyzed through thematic analysis to offer more in-depth analysis.
The results showed a low accessibility of blended learning platforms by ECE teachers and the importance of blended learning in enhancing the pedagogical and instructional skills. The participants in blended learning and attitude of the teachers towards technology integration were found to have moderate positive relationship. The major unfriendly issues were lack of proper infrastructure, training and unwillingness to adopt new practices.
This study proposed that it should invest in sound technological infrastructure, partner with NGOs and international bodies to finance digital learning materials, and conduct periodic education to ECE teachers. It was recommended that teacher training colleges should include blended learning in their programs, and the policymakers were also called to come up with clear recommendations on how it should be adopted in schools.
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