Abstract:
Despite challenges experienced by the learners and instructors, blended learning has enabled distance learning and also complements the classroom learning experience for the students. The study sought to establish the effect of blended learning on women’s progressive education. The predictor variables were: in-person, online learning, flexible learning and e-learning management systems while the independent variable is women’s progressive education. The study adopted unified theory of acceptance and use of technology to support the researchers’ views. The study adopted mixed method research design strengthened with pragmatism and constructivism as the appropriate research paradigm. The study also adopted client-centred approach to identify the study unit of observation. The study findings reveal that R-Squared is 0.9089, the Adjusted R-squared is 0.9039, F-statistic of 184.47 and a p-value of 0.0000. This implies that the model explains 90% of change in women’s progressive education. In addition, this means that a combination of predictor variables: in-person, online, flexible learning and e-learning management systems, can predict 90 per cent change in women’s progressive education. The study results also shows that there is statistically significant relationship between the study independent and dependent variables at 1% level of significance, with a p-value of 0.0000. The study recommends adoption of blended learning to accelerate women’s progressive education. Institutions should adopt effective LMSs that are user friendly, accessible (both online and offline), considering digital inclusion and offering quality education for all. The lecturers/course instructors should upgrade and adopt innovative pedagogical approaches while taking into account the changing patterns in the world of work. The learners too should too should embrace technology in education.
