Students’ Perceived Usefulness and Ease of Use of Blended Learning in Tertiary Institutions in Ekiti State

Abstract

The study examined how students perceived the value and simplicity of blended learning in Ekiti State's tertiary institutions. Three (3) higher education institutions were used to select the three hundred and twenty-six (326) respondents for the study, comprising two hundred (200) male students and one hundred and twenty-six (126) female students. Random sampling was employed in the study, and a descriptive survey was used as the design. The instrument used to collect data was a self-structured questionnaire about students' opinions of blended learning's usefulness and usability in Ekiti State's higher education institutions.   A weighted mean, a statistical measure that considers the importance or weight of each value in a data set, was employed to offer descriptive responses to the two research questions posed for the investigation; two hypotheses were developed and tested using Chi-square. Based on the data analysis results, blended learning significantly influenced undergraduate students' perceptions of Ekiti State's institutions of higher learning. The ease of use of blended learning significantly impacted students' academic performance. The study advocated for blended learning strategies at the tertiary level; it suggested that the government collaborate with curriculum developers, federal and state authorities, and professional organisations such as the National Universities Commission to establish resource centres aimed at educating stakeholders in the educational sector about the advantages of blended learning and technology-supported learning methodologies.