The Effects Of Blended Learning Of Stem Courses At Higher Institutions Of Learning. A Case Study At Faculty Of Science And Education, Nagongera Campus
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Date
2024
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Busitema University
Abstract
Students study STEM courses at higher institutions of learning. One method of teaching STEM
course is through blended learning. It is where learners are passively given the materials on
online and traditional face to face. It is used globally and it enables students to study both online
and face to face. Blended learning was introduced at Busitema University in 2019; however it
was fully implemented in 2020 during the covid-19 pandemic lockdown, where all modes of
teaching were shifted online following covid-19 guidelines by the ministry of health. This
investigates the effects of blended learning of STEM courses at higher institutions of learning.
Regarding data gathering and analysis, this adopts a quantitative methodology. Data was
collected using a self- made questionnaire. This study sampled 65 students in their second and
third years.
The findings show that; 16(45%) lack knowledge in video conferencing systems for example
zoom, Moodle and Google classroom. 21(50%) had no personal computers and 10(48%) could
not open even a website link on their own. 18(66.7%) were relying on traditional face – to – face
learning. The results indicate that blended learning is an effective way to improve institutional
students’ performance compared to traditional face to face learning. Additionally, these findings
highlight valuable recommendation for future research and practices related to effective blended
learning.
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Citation
Sande, P. (2024). The Effects Of Blended Learning Of Stem Courses At Higher Institutions Of Learning. A Case Study At Faculty Of Science And Education, Nagongera Campus [Research Report]. Busitema University.