Stakeholders’ Perceptions on Adoption of Blended Learning Approach in Tanzanian Secondary Schools
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Integrating information communication technologies in education goes with many digital learning applications. Blended learning Approach (BLA) has been an important strategy that facilitates students’ learning. This study investigated stakeholders’ perceptions on the adoption of a blended learning approach (BLA) in Tanzanian secondary schools. Specifically, the study identifies stakeholders’ perception on the adoption of BLA in secondary schools, examines the learning environments that support the adoption of BLA in Tanzanian secondary schools and assesses the extent to which the BLA is used in secondary schools. Data were collected via self-administered questionnaire and interviews; the response of 620 participants were analysed. The results showed that participants adequately had confident perception towards the adoption of BLA on students’ learning; further, in the studied schools, learning environments were perceived to be supportive in the adoptions of BLA based on available devices and services; this will, later, positively facilitate the adoption and influence the increase of level of BLA usage among teachers and students. However, poor infrastructure, lack of institutional support and insufficient hardware and software facilities impinged the use of BLA. In conclusion, BLA is well perceived; thus, the resolution to the challenges would promote its application in the classroom.


Blended learning, Learning technologies, Secondary schools

How to Cite

Machumu, H. J., Mwamkinga, T., & Jacob Seni, A. (2024). Stakeholders’ Perceptions on Adoption of Blended Learning Approach in Tanzanian Secondary Schools. International Journal of Academic Studies in Technology and Education, 2(1), 58–83.

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