Pre-Service Teachers’ Perceptions of Remote and Hybrid Modes of Instruction: Implication for Learning Preferences
DOI:
https://doi.org/10.37134/esss.vol3.1.3.2022Keywords:
Pre-Service teachers, perceptions, remote learning, hybrid learning, NigeriaAbstract
As the world advances in technology, and its subsequent integration in education at all levels, especially higher education, different forms of learning modes/methods continue to emerge. Every student has their unique learning modes, which is partly due to the way they process information. Also, the COVID-19 pandemic forced many universities to suddenly embrace remote and hybrid modes of instructions without giving room to examine students’ choices. Because compatibility in perceptions, and preference are likely to improve learning outcomes, therefore, this study investigates pre-service teachers’ perception of remote and hybrid modes of instructions. The study which took 13 weeks was descriptively designed, with a sample of 472 students purposively selected from the Department of Science and Technology Education, Olabisi Onabanjo University, Ogun State, Nigeria. Microsoft forms-based instrument titled “Students Perceptions of Online and Hybrid Modes of Instruction Questionnaire (SPOHMIQ) (r = .72), was used for data collection. The research questions raised were answered using Median, S.D, t-test and ANOVA at .05 level of significance, on SPSS version 26. Findings showed that pre-service teachers’ perceptions of remote and hybrid learning modes did not differ, just as there was no significant difference in their perceptions of the two modes based on course of study. This implies that stakeholders in education need to be aware of students’ learning modes in the 21st Century, and appropriately tailor their learning needs for effective outcomes.
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