EXAMINING THE EXTENT OF NIGERIAN TEACHERS’ READINESS TO ADOPT HYBRID TEACHING METHOD

Abstract

Hybrid teaching, an evolving teaching method involving face-to-face and online teaching methods, currently seems to be of little or no interest to teachers. This study is aimed at examiningthe extent to which teachers are interested in hybrid teaching method. It is rooted in Rogers’ Innovation Diffusion Theory, which explains how an innovation or a new process, such as hybrid teaching method, gets adopted, used and popularized in society. Exploratory survey design and multistage method are employed. Data are drawn from Questionnaire, and relevant library and internet print resources. One hundred and sixty (160) respondents, being 40 each, were drawn from four tertiary institutions in Ebonyi and Enugu States. The analytical techniques employed include simple percentage, Likert 5-scale coding, figures, tables, interpretive devices, systematic review, analytic description, and thematic and content analyses. The results show majority of the respondents affirming teachers’ interest in hybrid teaching method to be currently low, because of the absence of enablers, such resources, technical-know-how, training, policy and administrative supports and others. The study concludes that teachers are ready to adopt hybrid teaching, but they are largely constrained by the prevalent challenges. It recommends that the concerned authorities should endeavor to provide the needed resources and other enablers for teachers, which would address the associated challenges and increase teachers’ interest in hybrid teaching.