INSTITUTIONAL FACTORS AFFECTING UPTAKE BLENDED LEARNING AMONG STUDENTS IN KENYA MEDICAL TRAINING COLLEGE
DOI:
https://doi.org/10.47941/ijhmnp.1065Keywords:
Institutional Factors, Blended Learning, Students, Kenya Medical Training CollegeAbstract
Purpose: The objective was to determine the institutional factors affecting uptake blended learning among students in Kenya Medical Training College
Methodology: A cross-sectional descriptive study was done. In the KMTC campuses the average student population is thirty thousand (30,000). The research used simple random sampling in the selected campuses. The sample size was 384. Primary data was collected using questionnaires and Quantitative data was analyzed using descriptive statistics whereas qualitative data was analyzed using content analysis. Qualitative data was transformed into themes and analyzed with the helped of SPSS version 25. Collected data was edited, sorted, cleaned and coded for data analysis.
Findings: The study found that at 5% significance level, there is no association between student’s awareness of the existence of WIFI within the campus to aid in e-learning and attending virtual classes, χ2(1, N= 396) = 1.720, p = 0.190. At 5% level of significance, there is no association between the stability of the campus WIFI network and the percentage of attending virtual classes, χ2(1, N= 230) = 18.408, p = .104
Unique contribution to Theory, Practice and Policy: The study recommends that the institutions should providing information communication and technological support to students on E learning platform. The study also recommends the government to support the transition to blended learning of Kenya Medical Training College through funding.
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