ACCEPTANCE AND INSTRUCTIONAL COMPETENCE OF BLENDED LEARNING OF TRAINEE TEACHERS IN MATHEMATICS TEACHING IN COLLEGES OF EDUCATION IN VOLTA REGION GHANA

Education

This study aimed to investigate the acceptance and instructional competence of blended learning in mathematics teaching with focus on three objectives. The research employed an analytical survey research design, specifically a cross-sectional survey design. The accessible population consisted of 850 trainee teachers from two colleges of education in Volta Region Ghana. The study utilized a multistage sampling technique to obtain 313 participants. Blended Learning Perception and Mathematics Competence Questionnaire was used to collect data. The questionnaire used a four-point Likert scale to rate trainee teachers' responses, with a criterion mean of 2.5. The face and content validity of the instrument were established, and reliability testing using Cronbach's Alpha yielded high coefficient of 0.895. Mean and standard deviation were used to answer the research questions, while the z-test statistic was employed to test the null hypotheses at a 0.05 significant level. The results revealed statistically significant differences between male and female trainee teachers' perceptions regarding acceptance of blended learning in mathematics teaching and tutors' acceptance and instructional competence in using virtual platforms. The findings supported the rejection of the null hypotheses at a 5% significance level, indicating variations in perceptions based on gender. In conclusion, this study shed light on the acceptance and instructional competence of blended learning in mathematics teaching, emphasizing the importance of gender perspectives in understanding trainee teachers' perceptions. The findings contribute to the field of educational research and provide insights for the effective implementation of blended learning strategies in mathematics education.

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