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VOL. 7, ISSUE 4 (2025)
Teacher perception of blended learning effectiveness in Government-Sponsored Schools
Authors
Suman Basak, Dr. Nekram
Abstract
Blended learning has emerged as a
transformative pedagogical approach, especially in the wake of digital
integration in education. This study investigates the perceptions of teachers
in government-sponsored schools regarding the effectiveness of blended
learning. Utilizing a mixed-methods design, data was collected from 150
in-service teachers through a structured questionnaire comprising demographic
details, Likert-scale items, and open-ended questions. Quantitative analysis
revealed a moderate level of agreement with blended learning practices, with
noticeable concerns regarding infrastructure, institutional support, and
teacher preparedness. Chi-square tests indicated no significant association
between ICT skill level and perceived ease of implementation, or between
training received and perceived effectiveness. Thematic analysis of open-ended
responses highlighted recurrent challenges such as student absenteeism, lack of
training, and poor internet access. Teachers also expressed a need for better digital
infrastructure, curriculum design support, and administrative backing. The
results highlight the critical need for systemic reforms and dedicated support
mechanisms for educators to ensure the effective integration of blended
learning within public education systems. This research offers meaningful
implications for policymakers, educational leaders, and teacher preparation
initiatives seeking to promote the adoption of blended learning, particularly
in contexts with limited resources.
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Pages:65-68
How to cite this article:
Suman Basak, Dr. Nekram "Teacher perception of blended learning effectiveness in Government-Sponsored Schools". International Journal of Social Science and Humanities, Vol 7, Issue 4, 2025, Pages 65-68
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