STRATEGIES FOR PROMOTING BLENDED LEARNING INNOVATIVE APPROACH IN TEACHING AND LEARNING IN SELECTED SECONDARY SCHOOLS IN OTUOKE, BAYELSA STATE

This study investigated strategies for promoting blended learning as an innovative approach to teaching and learning in selected secondary schools in Otuoke, Bayelsa State. The study adopted a descriptive survey design and was guided by four research questions and two hypotheses. A sample of 263 respondents, comprising 246 students and 17 teachers, was selected from a total population of 769.Data were collected through a structured questionnaire and analyzed using descriptive statistics (mean and standard deviation) and inferential statistics (independent sample t-test) via SPSS. Findings revealed a generally low level of utilization of blended learning tools such as Learning Management Systems, video conferencing tools, and digital content platforms in the schools. The study also identified significant challenges including lack of infrastructure, poor teacher training, limited funding, and teacher resistance to change. While some technological resources like computer laboratories and laptops were available, they were inadequately deployed. Respondents agreed on some strategies to improve adoption which includes proper needs assessment, appropriate technology selection, curriculum redesign, and teacher professional development. Hypothesis testing showed no significant difference between students' and teachers' responses regarding available resources, but a significant difference was found in their perceptions of strategies for promoting blended learning. The study concluded that while awareness of blended learning exists, its practical implementation remains underdeveloped in the studied schools. It recommended deliberate efforts in infrastructural development, teacher training, and policy support to foster the integration of blended learning as a transformative educational strategy.