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Addressing students’ poor performance through blended learning

Edison Wazoel Lubua

Abstract


This study aimed at determining factors responsible for students’ poor academic performance in institutions of higher learning in the African context. Furthermore, the study showed how the use of blended learning can address challenges of traditional learning which constitutes to poor performance. Moreover, the study identified the pitfalls of blended learning implementation. In its execution, the study selected one institution as its case for study where primary data were extracted. The study engaged 143 students who performed poorly, during that respective year, to a focus group discussion. The results of the focus group discussion were used to formulate a survey questionnaire. The survey questionnaire was distributed to 341 respondents. The questionnaire required respondents to select top five reasons for their poor performance, in that academic year. The following factors were identified: poor relationship, no tutorials, inadequate learning facilities, poor students’ preparations and poor learning environment. The study used the literature to justify the use of blended learning in addressing identified challenges of the traditional learning environment leading to students’ poor performance. Further to this, the study identified the pitfalls of blended learning. It was concluded that blended learning provides a method for addressing challenges of the traditional learning environment leading to students’ poor performance. The study recommends a great care to be taken during the implementation of blended learning to avoid its failure.

Keywords: blended, learning, e-learning, African, context, Tanzania




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