STUDENTS’ PERCEPTIONS, SATISFACTION, AND CONTINUANCE INTENTION TOWARD BLENDED LEARNING: INSIGHTS FROM A GHANAIAN SENIOR HIGH TECHNICAL SCHOOL

نویسندگان

  • Emmanuel Arthur-Nyarko College of Distance Education, University of Cape Coast, Ghana
  • Elvis Yalley Nyakrom Senior High and Technical School, Ghana
  • Millicent Asempapa Ghana Education Service, Accra, Ghana

DOI:

https://doi.org/10.46827/ejes.v12i9.6190

کلمات کلیدی:

blended learning, satisfaction, perceptions, ICT instruction, senior high school

چکیده

This study aimed to explore students' perceptions, satisfaction, and intention to continue using blended learning in a senior high technical education (SHTE) context in a developing country. Using a descriptive survey research design, a sample of 327 students was randomly selected from a population of 2,206. Data were collected via a questionnaire and analyzed using mean, standard deviation, average mean score, and multiple regression techniques. The findings indicate that students have positive perceptions of blended learning, are highly satisfied with it, and show a strong intention to continue using it. Additionally, students' perceptions and satisfaction significantly influence their intention to continue using blended learning for ICT instruction. The study recommends that authorities provide blended learning training for students and consider their perceptions and satisfaction when implementing such educational approaches.

 

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بیوگرافی نویسندگان

  • Emmanuel Arthur-Nyarko، College of Distance Education, University of Cape Coast, Ghana

    Emmanuel Arthur-Nyarko is a lecturer at the College of Distance Education, University of Cape Coast, Ghana. His professional focus is on improving access to higher education through innovative, flexible, and technology-driven learning models. With expertise in distance learning methodologies and instructional design, he works to bridge educational gaps and promote lifelong learning across diverse communities. His research interests span digital technologies in education, ICT integration, learner support systems, and curriculum innovation, with a focus on enhancing the quality and inclusivity of remote learning experiences.

  • Elvis Yalley، Nyakrom Senior High and Technical School, Ghana

    Elvis Yalley serves at Nyakrom Senior High and Technical School in Ghana. He plays a key role in shaping the academic and technical skills of secondary school students, with a particular emphasis on preparing youth for both higher education and the workforce. His dedication to technical education highlights the importance of vocational training in Ghana’s educational landscape.

  • Millicent Asempapa، Ghana Education Service, Accra, Ghana

    Millicent Asempapa is an ICT Teacher with the Ghana Education Service, based in Accra. She is actively involved in STEM education, supporting the use of educational technology (EdTech) to enhance the ICT competency of teachers in collaboration with various stakeholders. Her work focuses on integrating technology into the educational framework to improve teaching and learning outcomes nationwide.

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دانلودها

چاپ شده

2025-08-08

شماره

دوره 12 شماره 9 (2025)

نوع مقاله

Articles

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