Readiness in using blended approach in college education
Osei Yaw 1 *
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1 Tamale College of Education, Tamale, GHANA* Corresponding Author


This study explores readiness in using blended approach in teaching and learning of mathematics in colleges of education in the Northern Region of Ghana. 15 participants were purposively selected made up of College Vice Principals, Quality Assurance Officers, Head of Mathematics Departments, and ICT heads from the three colleges of education. Structured interview was used to collect information regarding policy on the blended approach, supportive environment for effective implementation, availability of ICT equipment and internet connectivity among others. Data were analyzed using coding, theme, and content analysis. It revealed that, colleges of education integrate the blended approach in teaching and learning. There is availability of computer labs, internet connectivity, tutors were assisted in acquiring data, and there was provision of smart phones to trainees, as well as a well-structured timetable. Tutors have ideas about the blended approach but lack the necessary skills and knowledge to use it effectively. It is recommended that college management should collaborate with stakeholders to improve upon the computer laboratories, the Internet connectivity, and up-date the skills of mathematics tutors.


This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

Journal of Mathematics and Science Teacher, 2022, Volume 2, Issue 2, Article No: em020

Publication date: 29 Aug 2022

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Article Downloads: 474

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