@article{jcsa20251311,
author={{Aboagye-Dapaah, Emily Opoku and Quansah, Peter and Tattrah, Leo Paapa and Dagadu, Joshua Caleb},
title={Effective Technological Response to Teaching and Learning: Blended Learning},
journal={Journal of Computer Sciences and Applications},
volume={13},
number={1},
pages={1--15},
year={2025},
url={https://pubs.sciepub.com/jcsa/13/1/1},
issn={2328-725X},
abstract={This study investigated the impact of blended learning in higher institutions using a questionnaire-based approach. Blended learning, which combines face-to-face instruction with online learning components, has gained prominence in higher education. The research aimed to explore the effects of blended learning on tutors and students, gather their perspectives and experiences through a questionnaire, and provide recommendations for improvement. The study utilizes a questionnaire administered to tutors and students at Kumasi Technical University to collect data on their perceptions and experiences with blended learning. The questionnaire covers aspects such as engagement, satisfaction, academic performance, and the effectiveness of blended learning activities. The findings reveal several positive impacts of blended learning on tutors and students. Tutors reported that blended learning enhanced their instructional practices facilitated interactive online discussions, and improved engagement with students (0.5 to 0.6) which shows a moderate positive correlation. Students expressed increased engagement, flexibility, and access to resources, which supported their learning process (0.931) which shows it has a moderate to strong positive correlation. Blended learning positively influences student satisfaction and academic performance. Recommendations for further improvement are proposed. Firstly, comprehensive training and professional development programs should be provided to tutors, equipping them with skills in blended learning pedagogy and technology integration. This will empower tutors to design and deliver effective online learning materials and activities. Secondly, robust technical support and infrastructure should be established to ensure the smooth operation of online platforms and tools. Ongoing monitoring and evaluation of the blended learning implementation should be conducted to identify areas for improvement and address challenges. In conclusion, blended learning has a positive impact on tutors and students at Kumasi Technical University. The questionnaire-based approach provides valuable insights into their perceptions and experiences. Implementing the recommendations for improvement will further enhance the benefits of blended learning at Kumasi Technical University.},
doi={10.12691/jcsa-13-1-1}
publisher={Science and Education Publishing}
}