CHAPTER 1 – INTRODUCTION

1.1 Background to the Study

The introduction of the COVID-19 pandemic has damaged education, with most governments
around the world temporarily closing educational institutions in an attempt to contain the spread
of the epidemic. In January 2021, one year into the COVID-19 pandemic, over 800 million
students, more than half the world’s student population, still faced meaningful disruptions to
their education—ranging from full school closures in 31 countries to reduced or part-time
academic schedules in another 48 countries (UNESCO , 2021). In Nigeria, sSecondary schools
were shut down in March 2020, (shifting their curriculum totally online) and reopened with
social distancing measures and blended learning in late 2020. The arrival of COVID-19 has
created many alterations in all educational courses notably in those subjects, such as physical
education in secondary school, which have been traditionally regarded a practical subject, where
close proximity and physical contact is common, (Vaream, 2020). Besides previous concerns
regarding the use of digital technologies in physical education (Baek, Jones, Bulger, and
Taliaferro, 2018), an example of major subjects greatly affected is physical Education. PE
(physical Education) teachers had to seek to manage an important tension between the
experiential nature of PE as a subject, and the institutional and external constraints towards
online and blended approaches, (Adamakis and Martins, 2018). Previous systematic review
studies, (Killian, Kinder and Woods, 2019) on online and blended learning in PE demonstrated
that the research regarding blended learning in high school PE is quite scarce, and rather
unconnected. Various research studies have evaluated secondary school students’ and teachers’
opinions of a hybrid PE course, however each study comprised small samples, with just one
instructor participant and in a context prior to the COVID-19 epidemic and not during Covid-19.

It is crucial to note out that the blended or online learning defined in the literature up to 2019
(Killian, Kinder and Woods, 2019) and the current distance learning experience owing to the
pandemic have some significant discrepancies. Before the outbreak of the COVID-19 epidemic,
online and blended PE was a matter of choice for teachers and students appropriate to their
needs. During the pandemic context, however, online and blended learning have become a

1
required form of education in schools, regardless of the choices of instructors and pupils, (Daum
and Killian, 2021).
In COVID-19 times, most research about blended learning PE has been performed within
secondary schools e.g., examining the impact of blended learning in PE teacher education
programs, (Adamakis and Martins, 2018). Nevertheless, several studies have

Optimal educational opportunities for students can be provided, but only if great care is made
and scenario planning is performed (Powell, 2021). One way in which this can be done is
through the use of hybrid or blended learning, which combines traditional classroom instruction
with digital resources to give students a richer educational experience.
Around a decade ago, educators began adopting a new teaching strategy called blended learning
(BL), which integrates both online and face-to-face instruction (face-to-face learning). Teachers
and students must be in the same physical location, but students have more say over their
learning schedule, speed, and access to internet resources (Friesen, 2022). To improve the
teaching-learning experience and motivate students to investigate the offered knowledge, face-
to-face classroom practices are blended with computer-mediated activities regarding content and
delivery (Strauss, 2022). Training and education institutions all over the world use BL to better
prepare their staff (Lothridge et al., 2018). It relies heavily on context, making it difficult to
provide a definitive definition (Moskal et al., 2018). Researchers have reportedly struggled to
determine how effective BL is because there is no universally accepted definition of the term
(Oliver & Trigwell, 2015). An influential study from 2013 characterized BL as a hybrid
approach to education in which online components replace rather than enhance in-person
meetings (Graham et al., 2018)
There has been widespread anxiety in the teaching community as a result of the recent events,
from the reopening of schools to the delivery of daily lessons to students (BBC News, 2020;
Reid, 2020). In this stage of the epidemic, educators are scrambling to adjust to the new realities
of classroom instruction and come up with solutions to aid their pupils and the institutions they
work for. Educators are taking on the role of student during the ongoing COVID-19 pandemic,
and many are exploring how they may best incorporate an online learning environment into their
pedagogy. The views of secondary school educators on blended learning after Covid-19 are the
topic of this research. It has been demonstrated how teachers can provide students with

2
stimulating learning opportunities by integrating offline and online resources for example I had
to sort videos online from YouTube on a particular topic/ sport to demonstrate the message I
was passing across to students during covid19. Authors have distilled broader guidance for
administration and students interested in either combining face-to-face and online delivery (in
the case of students) or taking such classes during pandemic, in the transition phase (post-
vaccine), and eventually as we emerge from the current state of pandemic. With this in mind, the
goal of this study is to investigate teachers’ perspective on blended learning in secondary schools
post Covid-19 in Nigeria.

1.2 Research Questions

The main objective of the study is to explore the perspectives of secondary school teachers on
the implementation of blended learning post COVID-19. Therefore, the researcher seeks to
provide answers to the following questions:
a. What are the perceptions of secondary school teachers atteachers towards blended
learning post COVID-19?
b. How did the COVID-19 pandemic impact the use of blended learning in secondary
Schools?
c. What are the challenges of blended learning faced by secondary school teachers in
implementing blended learning post COVID-19?
d. What strategies can be adopted by secondary school teachers to enhance the effectiveness
of blended learning post COVID-19?

1.3 Structure of the Dissertation

The entire dissertation has been organized into five (5) primary chapters, arranged in a sequential
order. From the introduction, the dissertation will continue by examining the existing literature
that pertains to the research questions. This will be followed by a section that outlines the
methodology. Subsequently, the analysis and findings of the project will be presented. Finally,
the dissertation will conclude by discussing the broader applications of the project and providing
recommendations.

3
CHAPTER 2 - LITERATURE REVIEW

2.1 Introduction

The review will provide an overview of blended learning in the post-pandemic era, examining
previous research on teachers' perceptions. Factors such as experience, education, and
technological competence will be explored in relation to teachers' attitudes. Recurring themes,
variations, and areas for improvement will be identified.
The review will analyze how the COVID-19 pandemic has affected the adoption of blended
learning in secondary schools. It will examine changes in teaching methods, instructional
practices, and teacher roles as a result of the pandemic. Empirical studies will be utilized to
assess the impact of COVID-19 on blended learning.
Additionally, the review will focus on the challenges faced by secondary school teachers when
implementing blended learning after the pandemic. These challenges encompass areas such as
time management, pedagogical adjustments, technology integration, and assessment issues. The
aim is to identify these challenges and emphasize the need for additional support and resources
in these areas.

2.2 Perceptions of secondary school teachers towards blended learning post COVID-19

Blended learning, characterized by the combination of face-to-face and online instruction, has
emerged as a pedagogical approach with increased relevance in the post-COVID-19 era (M.
Masturin and & Zaman, 2022). Blended learning offers a flexible and adaptable model that can
accommodate changing educational landscapes, allowing for personalized learning experiences
and the integration of technology into classroom practices (Owston et al., 2008). With the
disruptions caused by the pandemic, blended learning has become an essential tool for educators
to bridge the gap between in-person and remote learning (Masturin Masturin and Zaman, 2022).
Studies have explored teachers' perceptions of blended learning in secondary schools, focusing
on their experiences and attitudes towards this instructional approach. These studies have
employed various research methodologies, including surveys, interviews, and observations, to
gather insights from teachers.

4
For example, a study was conducted in Bandung to determine the perspectives of high school
teachers and students on blended learning in English. The study found that the main benefit
teachers see in blended learning is that it can be difficult to prepare materials and use media
effectively. 93% of the teachers who took part in the study reported having this perception.
Blended learning is viewed by teachers as a way to improve their methods of instruction and
involve students in the learning process. Blended learning presents a number of difficulties,
including the need to modify instructional materials and make use of technology, but these
difficulties are also seen as opportunities for professional development (Rachman, Sudiyono and
Phonix, 2021).
Batac, Baquiran and Agaton, (2021) also investigated the perceptions of teachers. However, they
used a qualitative approach, these were their findings
● Agreement on Government Policies: The majority of participants (28 out of 39)
expressed agreement with the policies implemented by the government. They considered
the decisions timely and appropriate, prioritizing the welfare and safety of students,
teachers, and school staff. The government's actions were seen as measures to ensure the
well-being of learners and teachers during the COVID-19 pandemic.
● Uncertainty and Readiness: Some teachers mentioned uncertainties related to the
implementation of blended learning, including readiness of schools for the "new normal"
and uncertainty regarding the reopening of classes. They expressed concerns about the
preparedness of teachers and schools to adapt to the changes brought by blended learning.
● Shifting Modalities: Teachers acknowledged the need to shift from traditional in-person
classroom instruction to distance and blended learning methods. They recognized the
importance of closing schools temporarily to ensure the safety of learners and
emphasized the significance of online and blended learning to cater to the diverse needs
and circumstances of students.
● Disagreements and Concerns: A small number of participants (6 out of 39) disagreed
with the actions of the government. They felt that proper consultations were not
conducted with stakeholders regarding the decision to delay the opening of classes and
the implementation of blended learning. They also expressed concerns about the lack of
training and preparation for online and blended learning, as well as the potential
limitations of printed modules in facilitating effective learning.

5
 ● Positive Outlook and Adaptation: Despite the challenges and uncertainties, a significant
number of teachers (13 out of 39) exhibited a positive outlook and emphasized the
opportunities for personal and professional development during the pandemic. They
viewed the circumstances as a chance to enhance their skills, adapt to the situation, and
continue fulfilling their responsibilities in providing quality education.

Inan, Yukselturk, Kurucay, and Flores (2018) conducted a study to explore the factors
influencing teachers' intentions to use blended learning in their classrooms. The research aimed
to examine the impact of various factors on teachers' perceptions and willingness to adopt
blended learning approaches.
The study focused on three main factors: technological self-efficacy, attitudes towards
technology, and the perceived usefulness and ease of use of blended learning tools.
Technological self-efficacy refers to teachers' confidence in their ability to use technology
effectively. Attitudes towards technology encompass teachers' overall beliefs and feelings
towards technology integration. Perceived usefulness and ease of use relate to the extent to
which teachers perceive blended learning tools as beneficial and user-friendly.
The researchers collected data through a survey administered to a sample of teachers. The survey
included questions that measured the aforementioned factors and assessed teachers' intentions to
use blended learning. The collected data were analyzed using statistical techniques to determine
the relationships between the factors and the teachers' intentions.
The findings of the study emphasized the significance of these factors in shaping teachers'
perceptions and willingness to adopt blended learning. Teachers with higher levels of
technological self-efficacy were more likely to express positive attitudes towards blended
learning and demonstrate a greater intention to use it in their classrooms. Similarly, teachers who
perceived blended learning tools as useful and easy to use were more inclined to adopt these
approaches.
Teachers' perceptions of blended learning are influenced by a range of factors. Prior experience
with blended learning plays a significant role, with teachers who have previous exposure to
blended learning generally expressing more positive attitudes towards its implementation. The
level of training and professional development received by teachers is another influential factor,
as adequate support and knowledge of blended learning tools and strategies contribute to a more

6
positive perception. Furthermore, teachers' technological proficiency and access to resources
impact their confidence and comfort levels when adopting blended learning approaches
(Buabeng-Andoh, 2012).

2.3 Impact of the COVID-19 pandemic on the use of blended learning in secondary schools

The COVID-19 pandemic forced educational institutions worldwide to make a sudden transition
from traditional face-to-face instruction to emergency remote teaching. Blended learning, which
was already gaining momentum prior to the pandemic, played a crucial role in enabling
continuity of education during periods of school closures. Teachers had to quickly adapt their
instructional practices to deliver online lessons, utilizing various digital platforms and tools. This
transition highlighted the importance of blended learning as an effective alternative to solely
relying on in-person instruction (Azzi-Huck and Shims, 2020).
The pandemic-induced shift to remote learning necessitated changes in pedagogical approaches
and instructional strategies. Teachers had to reconsider their teaching methods to effectively
engage students in online environments. Blended learning offered an opportunity to incorporate a
variety of instructional modalities, such as synchronous virtual meetings, asynchronous online
discussions, multimedia resources, and interactive learning activities. This shift required teachers
to become more adept at leveraging technology for instructional purposes and adapting their
lesson plans accordingly (Ngogi Emmanuel, 2020).
The COVID-19 pandemic brought about significant changes in teachers' roles and
responsibilities. In addition to delivering online instruction, teachers had to support students'
emotional well-being, provide timely feedback and support, and manage communication
channels effectively. They became facilitators of learning, guiding students through online
resources and fostering collaboration in virtual spaces. Blended learning allowed teachers to
maintain connections with their students and continue to provide individualized support, albeit in
a different format.
According to Sothy (2021), the effectiveness of online classes compared to physical learning in
the classroom or school-based learning was found to be limited. Conducting online classes and
learning from home proved challenging for primary school students in Cambodia. They had not
previously experienced this learning style, resulting in difficulties. Moreover, there was a lack of
participation between teachers and students.
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Similar findings were reported in a study by UNESCO (2020), which explored the global impact
of COVID-19 on education. The study highlighted the challenges faced by both students and
teachers in adapting to online learning, including technological limitations, a lack of access to
resources, and reduced interaction and engagement.
In another study by Hodges et al. (2020), the authors examined the rapid transition to remote
learning in higher education institutions due to the pandemic. They identified several challenges,
such as the digital divide, inequitable access to technology and internet connectivity, and the
need for effective training and support for teachers in navigating online platforms and tools.
These challenges are also relevant to the implementation of blended learning in secondary
schools.
Additionally, a study by Simonson et al. (2021) investigated the experiences of secondary school
teachers in the United States during the COVID-19 pandemic. The findings revealed that
teachers faced various obstacles, including the need for extensive time and effort to adapt
instructional materials for online delivery, difficulties in assessing student learning effectively,
and the emotional toll of navigating the uncertainties and changes brought about by the
pandemic.
Furthermore, a study by Wang and colleagues (2020) explored the impact of COVID-19 on
secondary school students' motivation and engagement in online learning. The findings indicated
a decline in students' motivation and reduced engagement in the online learning environment
compared to face-to-face instruction. These findings highlight the importance of addressing
motivational factors and providing support structures to enhance student engagement in blended
learning settings.
The COVID-19 pandemic had a profound impact on the use of blended learning in secondary
schools. The transition to emergency remote teaching prompted a reevaluation of pedagogical
approaches and instructional strategies. Teachers took on new roles and responsibilities to ensure
the continuity of education. Empirical studies have shed light on the effects of the pandemic on
blended learning implementation, providing insights into its effectiveness and identifying
challenges to be addressed. Understanding the impact of the pandemic on blended learning in
secondary schools is crucial for informed decision-making and the future development of
effective educational strategies.

8
2.4 Challenges of blended learning implementation by secondary school teachers post
COVID-19

A. Technological challenges, including access to devices and reliable internet connection

One of the primary challenges faced by secondary school teachers in implementing blended
learning post COVID-19 is the availability and accessibility of technology. Many students and
teachers may not have equal access to devices such as computers or tablets, as well as a reliable
internet connection. This lack of access can create disparities in student participation and
engagement. Additionally, teachers may encounter technical issues or limitations with the digital
tools and platforms used for blended learning, requiring them to develop troubleshooting skills
and seek technical support.
Evidence is provided by a study by Topuzov, Malykhin and Aristova, (2022). They discovered in
their study that internet connectivity as well as a lack of proper equipment posed a problem for
instructors and students as soon as social distancing measures were implemented in March 2020
and November 2021. The same issue can be seen in a study conducted by Dahmash, (2020). One
the respondents stated that “problems come more when I use desktop computer, I cannot use the
mic and I could use it with iPhone”
In another study these were the responses of the teachers
“I am not well-versed with technologies and the same for some students.”
“We need more data allowance and strong access to an internet connection.” (Batac, Baquiran
and Agaton, 2021)
Blended learning involves a combination of online and offline instructional activities, which
presents pedagogical challenges for teachers. They need to adapt their teaching methods to
effectively engage students in both virtual and face-to-face settings. Designing and organising
learning experiences that seamlessly integrate online and offline components can be complex.
Teachers must also ensure that learning objectives and outcomes are effectively aligned with the
blended learning format, and that instructional materials and resources are appropriately selected
and utilized.
In the context of blended learning, teachers face the challenge of striking a balance between
synchronous and asynchronous activities. Synchronous activities, such as live video
conferencing sessions, allow for immediate interaction and feedback, while asynchronous

9
activities, such as discussion boards or self-paced modules, offer flexibility for students to
engage at their own pace (Means et al., 2013).
C. Time management and workload issues in blended learning environments
Blended learning can pose time management and workload challenges for teachers. The
integration of online components requires additional time and effort for lesson planning, content
creation, and online interactions. Teachers must allocate time for monitoring and responding to
online discussions, providing timely feedback on assignments, and managing digital platforms
(Picciano, 2017; Hew & Cheung, 2013). Balancing the demands of in-person instruction with the
online aspects of blended learning can lead to increased workloads and potential burnout if not
effectively managed.
D. Evaluation and assessment difficulties in a blended learning context
Assessing student learning and providing meaningful feedback can be challenging in a blended
learning context. Teachers may encounter difficulties in designing and implementing assessment
strategies that effectively measure student progress in both online and face-to-face components.
Ensuring the fairness and reliability of assessments across different modes of instruction requires
careful consideration. Teachers must also navigate the use of digital assessment tools and
platforms, ensuring their appropriateness and validity (Vaughn, 2007; Graham, 2006).
Additionally, the integration of formative and summative assessments in a blended learning
environment poses unique challenges that need to be addressed.
Addressing the challenges of blended learning implementation by secondary school teachers post
COVID-19 is crucial to ensuring its effectiveness and equitable access for all students. Strategies
such as providing adequate technological resources and support, including professional
development on blended learning pedagogy, can help teachers overcome these challenges
(Vaughn, 2007; Picciano, 2017). Collaboration among teachers and sharing best practices can
also contribute to mitigating the difficulties associated with evaluation and assessment in a
blended learning context (Hew & Cheung, 2013). By addressing these challenges, secondary
schools can maximize the benefits of blended learning and create inclusive and effective learning
environments.

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2.5 Strategies to enhance the effectiveness of blended learning post COVID-19

Strategies to enhance the effectiveness of blended learning post COVID-19 can be implemented
to ensure quality education and positive learning outcomes. Several studies have explored
various approaches and interventions that can support the successful implementation of blended
learning.
Professional development and training programs for teachers have been identified as
crucial factors in improving their competence and confidence in using blended learning methods
(Pilgrim & Bledsoe, 2020). Providing teachers with training on blended learning pedagogy and
technology integration has been found to enhance their instructional practices and student
engagement (Chen, Laski, & Murdock, 2020).
Collaborative approaches and peer support networks have been shown to be effective in
supporting teachers' professional growth and sharing of best practices in blended learning
(Halverson et al., 2018). Collaborative platforms, such as professional learning communities, can
facilitate knowledge exchange, lesson sharing, and mutual support among teachers (Kim, Kim, &
Lee, 2020).
Effective integration of technology tools and platforms is essential for creating engaging and
interactive blended learning environments. Studies have highlighted the importance of selecting
appropriate educational technologies and integrating them seamlessly into instruction (Rienties,
Brouwer, & Lygo-Baker, 2019). Utilizing learning management systems, video conferencing
tools, and interactive educational resources can enhance student learning experiences (Graham,
Woodfield, & Harrison, 2013).
Differentiated instruction and personalized learning in blended classrooms can cater to diverse
student needs and promote individualized learning experiences. Adaptive learning systems and
personalized learning pathways can be employed to provide customized content, pace, and
assessments for students (Pane, Steiner, Baird, & Hamilton, 2015). Research has shown the
positive impact of differentiated instruction on student achievement and engagement in blended
learning settings (Bliuc, Goodyear, & Ellis, 2007).
By incorporating these strategies into the implementation of blended learning post COVID-19,
educational institutions can effectively address the challenges and maximize the benefits of this
instructional approach. It is important for policymakers and educators to consider the evidence-

11
based findings and recommendations from these studies to ensure the successful adoption of
blended learning in a post-pandemic educational landscape.

2.6 Summary

This literature review explored teachers' perspectives on blended learning in secondary schools
after COVID-19. The key findings indicate that blended learning is crucial for adapting to the
changing educational landscape. Teachers' perceptions are influenced by experience, training,
and technology proficiency. Positive aspects include student engagement, flexibility, and
personalized learning. Challenges encompass technological limitations, pedagogical adaptations,
time management, and assessment difficulties. Implications for policy and practice include
providing professional development, fostering collaboration, ensuring technology access,
integrating differentiated instruction, addressing workload, and adapting assessment strategies.
Implementing these implications can create a supportive environment for blended learning. This
review provides insights for policymakers and educators to enhance student learning outcomes in
the post-COVID-19 era.

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CHAPTER 3 - METHODOLOGY

3.1 Introduction
In this chapter, the methodology employed in the research is described, encompassing the
research approach, philosophy, design, and chosen methods that were utilized to address the
research questions and objectives. The author not only presents a detailed account of these
choices but also provides justifications for their selection. Additionally, ethical considerations,
such as obtaining consent, ensuring the option for withdrawal, maintaining anonymity, and
upholding confidentiality, are addressed within this chapter.

3.2 Research Paradigm

A research paradigm refers to a collection of underlying assumptions and convictions that steer
researchers in their study endeavors (Crotty, 1998). It provides a framework that influences the
formulation of research questions, the gathering and analysis of data, and the interpretation of
findings. Three primary research paradigms exist, namely the positivist paradigm, interpretive
paradigm, and critical paradigm (Guba & Lincoln, 1994). Each paradigm possesses distinct
ontological and epistemological orientations that shape the conceptualization of knowledge, the
definition of evidence, and the interpretation of research outcomes.

3.2.1 Ontology
According to Thagard (2018), the ontology of research encompasses the foundational beliefs and
assumptions regarding the fundamental nature of reality that influence the execution of research.
These assumptions can be categorized as realism or antirealism. Realism asserts the existence of
an objective reality that exists independently of our perceptions or beliefs about it. On the other
hand, antirealism suggests that there is no objective reality, and our understanding of the world is
constructed based on our perceptions and beliefs (Thagard, 2018).

3.2.2 Epistemology
The epistemology of a research philosophy pertains to how the paradigm comprehends and
interprets reality. Kraus (2005) suggests that this concept derives from the Greek word
"episteme," meaning knowledge. Selvam (2018) further expounds on this notion by explaining

13
that epistemology consists of two key components: the researcher's understanding of reality (i.e.,
their knowledge about reality) and their assumptions regarding how to acquire knowledge about
reality. In essence, epistemology refers to the understanding and explanations of reality as it is
succinctly summarized by Simui (2015).

3.2.3 Interpretivism
The interpretive paradigm posits that reality is constructed socially through language and
interpretation (Crotty, 1998). Its underlying belief is relativist, suggesting that reality is
contingent upon the context and subjective perspectives (Bryman, 2008). Its epistemology is
interpretivist, asserting that knowledge is formed through social interaction and interpretation
(Crotty, 1998). This paradigm has been widely employed in disciplines like anthropology and
sociology to comprehend the meaning and significance of human behavior and experiences
(Bryman, 2008).

The interpretive paradigm possesses various strengths, notably its ability to capture the intricate
and nuanced nature of human experiences (Bryman, 2008). Guba and Lincoln (1994) state that
the interpretive paradigm acknowledges the significance of subjective experiences as well as
cultural context in shaping human behavior and social phenomena. Researchers utilizing this
approach gain a deeper understanding of the social world by actively engaging with participants'
perspectives and delving into the underlying meanings guiding their actions.

However, the interpretive paradigm has faced criticism for its limited generalizability and the
subjective nature of its findings (Guba & Lincoln, 1994). Bryman (2008) suggests that the
interpretive paradigm tends to focus on small samples of individuals or groups, which restricts its
ability to make universal claims or predictions about social phenomena.

3.2.4 Positivism
The positivist paradigm operates under the belief that there exists a singular, objective reality
that can be measured and observed using empirical methods (Bryman, 2008). Its ontology is
rooted in objectivism, asserting that reality exists independently of human perception (Bryman,
2008). Its epistemology follows an empiricist approach, positing that knowledge is acquired

14
through observation and measurement (Crotty, 1998). The positivist paradigm is predominantly
applied in the natural sciences, such as physics and chemistry, where the objective is to uncover
universal laws and principles (Bryman, 2008).

The positivist paradigm boasts several strengths, including its ability to generate reliable and
generalizable findings (Bryman, 2008). According to Guba and Lincoln (1994), the positivist
paradigm upholds the principle of objectivity, necessitating standardized and controlled research
procedures with a clear distinction between the researcher and the study subject. This approach
safeguards against biases arising from subjective interpretations or personal values of the
researcher.
Nevertheless, the positivist paradigm has faced criticism for its reductionist perspective on
reality, presuming that complex social phenomena can be simplified into straightforward cause-
and-effect relationships (Guba & Lincoln, 1994). Bryman (2008) notes that the positivist
paradigm tends to disregard the subjective experiences and context-dependent nature of social
phenomena, thereby limiting its capacity to capture the depth and intricacy of human
experiences.

3.2.5 Justification for Chosen (Interpretive) Paradigm

The chosen research paradigm for this study is the interpretive paradigm.
This selection is based on the assumption that reality is socially constructed through language
and interpretation. This paradigm aligns with the topic at hand since blended learning post
Covid-19 is a highly social and linguistic approach and the perspectives of teachers on such issue
is likely influenced by social and linguistic processes.

Additionally, the interpretive paradigm underscores the significance of context and meaning-
making. This aspect is pertinent to the topic because the challenges faced while implementing
blended learning post Covid-19 are likely shaped by cultural and contextual factors, as well as
the meanings teachers ascribe to the usage of tools and techniques involved.

Furthermore, the interpretive paradigm acknowledges the researcher's role in shaping the
research process and findings. This aspect is crucial for the topic at hand because the researcher's

15
personal experiences and biases may impact how they conceptualize and study the relationship
between covid-19 and blended learning.

3.3 Research Strategy

Research strategy refers to the structured approach employed to conduct research and gather data
(Creswell, 2014). There are three primary types of research strategy: quantitative, qualitative,
and mixed methods. Each methodology possesses its own advantages and limitations, and the
selection of a specific methodology hinges on factors such as the research question, research
design, and data collection methods (Bryman, 2016).

3.3.1 Qualitative Research

Qualitative research is a strategy that focuses on gathering non-numerical data, such as
experiences, attitudes, and beliefs, through techniques such as interviews, focus groups, and
observation (Flick, 2014). It is frequently employed to gain a comprehensive understanding of
intricate social issues or phenomena. The primary strength of qualitative research lies in its
ability to generate in-depth and detailed data that captures the complexity and subtleties of social
phenomena. However, it may not yield precise or objective data, as it is often rooted in
subjective interpretations and experiences.

3.3.2 Quantitative Research

Quantitative research is a strategy centered on the collection of numerical data and subsequent
statistical analysis (Creswell, 2003). Its primary purpose is often to test hypotheses and measure
relationships between variables. The primary advantage of quantitative research lies in its ability
to provide precise and objective data that can be analyzed using statistical methods. However, it
may not fully capture the complexity and intricacy of social phenomena, as its focus tends to be
on numerical data rather than on individuals' experiences and perspectives.

3.3.3 Mixed Methods Research

Mixed methods research involves the integration of both quantitative and qualitative research
methods to attain a comprehensive understanding of a research question (Creswell & Plano Clark
(2007). The primary benefit of mixed methods research is its ability to offer a more holistic and

16
comprehensive view of the research problem by capturing both numerical data and individuals'
experiences and perspectives. However, conducting mixed methods research can be more
intricate and time-consuming, and it may require expertise in both quantitative and qualitative
research methodologies.

3.3.4 Justification for Chosen (Qualitative) Research Strategy

For this study, qualitative research methodology has been deemed the most suitable approach for
examining the perspectives of teachers on blended learning post Covid-19. One of the primary
rationales for selecting qualitative methodology is its alignment with the interpretive paradigm
adopted for the study. The interpretive paradigm places emphasis on the subjective meanings and
interpretations of individuals, and qualitative strategy is particularly well-suited to capture these
meanings through in-depth exploration of participants' experience. By employing a qualitative
strategy, the research will be able to capture the intricacies and complexities inherent in these
experiences.
In addition, qualitative strategy enables the researcher to utilize interviews and focus group
discussions, facilitating the collection of rich and detailed data. These qualitative methods are
particularly effective for exploring participants' experiences and perspectives, as they allow
individuals to freely express their thoughts and emotions. This can provide valuable insights into
how secondary school teachers perceive implementation of blended learning post Covid-19.
Also, qualitative research strategy allows for flexibility in gathering data, analyzing it, and
interpreting the findings.

3.4.5 Research Design

Generally, case study is the appropriate research design for this study because the researcher
intends to get an insight or in-depth knowledge on teachers’ perspective on blended learning post
Covid-19 (a real world subject). This research design will keep this research focused,
manageable and also linked to some theoretical frameworks. The duration of a case study falls
between 3-6 months which is around the same time frame the research will last for.

17
3.4 Methods of Data Collection
Research methods encompass the methods and approaches employed by researchers to gather,
analyze, and interpret data. They play a crucial role in ensuring the accurate and rigorous
answering of research questions. Research methods can be broadly categorized into two groups:
quantitative and qualitative.

3.4.1 Qualitative Research Methods

Qualitative research methods are employed when the research question aims to thoroughly
explore and comprehend a phenomenon. These methods commonly involve interviews, focus
group discussions, and observation to gather comprehensive and detailed data. Qualitative
research methods are frequently utilized to develop hypotheses, investigate intricate phenomena,
and gain deeper insights into human experiences (Hennink et al., 2020).

3.4.2 Quantitative Research Methods

Quantitative research methods are employed when the research question aims to measure
variables and examine their relationships. These methods commonly involve structured
questionnaires, surveys, experiments, and statistical analysis to quantify and analyze data.
Quantitative research methods are frequently utilized to test hypotheses, establish cause-and-
effect relationships, and generalize findings to a larger population (Creswell, 2014).

3.4.3 Justification for Chosen (Qualitative) Research Methods

For this study, qualitative research methods will be employed to examine the opinions of the
participants. The choices of the interpretive paradigm as well as qualitative strategy are in line
with the objective of comprehending the experiences and viewpoints of the participants.
Utilizing interviews and/or focus group discussions will enable the collection of comprehensive
and detailed data concerning the participants' experiences and perceptions of social media and its
impact on their mental well-being.

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3.5 Data Collection Instruments
3.5.1 Interviews
In qualitative research, interviews are a commonly utilized method whereby a researcher poses a
series of structured or semi-structured questions to individuals or small groups to gather data
pertaining to their experiences, attitudes, or beliefs (Braun & Clarke, 2019). The objective of
interviews is to gain insights into participants' perspectives and experiences regarding the
research topic. Interviews can be conducted in various formats, such as face-to-face, over the
phone, or through video conferencing. They can be structured, where the researcher follows a
predetermined set of questions, or unstructured, where the participant is given the opportunity to
guide the conversation (Rubin & Rubin, 2012).

3.5.2 Justification for the Use of Interviews

The employment of interviews in this study is justified due to their ability to provide a platform
for participants to openly express their experiences and attitudes towards the use of social media
and its impact on their mental health. This is particularly relevant considering the growing
concern about the negative effects of social media on teenagers' mental well-being (Best et al.,
2014). By conducting interviews with secondary school teachers, the researcher can gain a
deeper understanding of the intricacies of their experiences and the specific ways in which
blended learning post Covid-19 are being implemented. Furthermore, interviews offer an
opportunity for participants to share their thoughts and emotions in their own words, leading to
the collection of rich and detailed data that may be challenging to acquire through other research
methods (Denzin & Lincoln, 2011).

Moreover, interviews offer the advantage of flexibility in terms of the questions asked and the
depth of the responses obtained, which is beneficial for this study. This flexibility enables the
researcher to explore unexpected themes or topics that may arise during the interview process,
thereby fostering a more nuanced understanding of the participants' experiences (Patton, 2015).
Moreover, interviews can facilitate the establishment of rapport between the researcher and
participants, creating an environment conducive to obtaining more profound and candid
responses (Kvale & Brinkmann, 2015).

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3.6 Data Collection Procedures
The data collection procedure for this investigation into how secondary school teachers perceive
blended learning post Covid-19 will encompass conducting online interviews. The selection of
participants for the interviews was carried out through convenience sampling, ensuring specific
criteria are met. A total of five individuals were chosen for the interviews.

3.6.1 Online Interviews

The data collection method for this study was semi-structured interviews, which was conducted
online via a video conferencing platform. Online interviews are ideal for this study because they
provide flexibility, convenience, and a cost-effective way to collect data from a geographically
dispersed population. The interviews were conducted one-on-one, and the duration was
approximately 30 minutes per participant.
Regarding data collection, the interviews were conducted on Zoom, and they were recorded with
the participants' permission. The transcripts were sent to the participants via email.

3.6.1 Justification for the Use of Semi-Structured Online Interviews

According to Butler-Kisber (2010), semi-structured interviews are particularly useful when the
researcher wants to elicit detailed information from participants in a way that allows for a certain
degree of spontaneity and individual expression. In the context of the current study, using a
semi-structured interview approach allowed the researcher to gather rich, detailed information
about the teachers' perspectives on blended learning post-Covid-19, while still maintaining a
clear focus on the research questions and theoretical frameworks. Additionally, the use of semi-
structured interviews allowed the researcher to tailor the questions to the specific experiences
and perspectives of each participant, thus increasing the richness and depth of the data collected.
Finally, the semi-structured interview approach provides a degree of standardization, allowing
for easier comparison of data across participants and ensuring that the data collected is relevant
to the research objectives.

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3.6.2 Recruiting of Participants
The participants for this research were teachers from secondary school in Nigeria who have had
more than five (5) years teaching experiences and also must have been teaching during the
Covid-19 pandemic time (2020). The reason for this inclusion is because the teachers will have
to compare their experiences before, during and after Covid-19. Teachers who were employed
after the Covid-19 were not considered as they might not have experience of teaching students
during Covid-19 and cannot compare learning before, during, after Covid-19.
The researcher sought approval from the Head of School, who served as a gatekeeper, to contact
and meet with the teachers who were potential participants in the study. The consent forms were
sent via email to the selected teachers, and they had the right to agree or decline to participate.
The selections of participants were based on inclusion and exclusion criteria and the researcher
aimed for an adequate sample size to address the research question. Advertisements for
participants were not necessary, as recruitments were done through the gatekeeper and the
school.

3.6.3 Sampling of Participants

According to Williman (2006), sampling involves choosing a limited number of individuals from
a larger population. To ensure the sample is most useful for the research purposes, purposive
sampling was used. This involves using the researcher's expertise to select a sample of
participants. In this research, five (5) teachers from ASE Grammar Secondary School in Ndokwa
East Local Government of Nigeria were selected using purposive sampling. It is important to
note that none of the participants had any health conditions, and no healthy volunteers were
included in the sample.

3.7 Data Analysis

3.7.1 Thematic Analysis
Thematic analysis is a popular method in qualitative research for analyzing data and identifying
patterns or themes within the data (Braun & Clarke, 2006). Thematic analysis is a flexible
approach that allows researchers to identify and interpret patterns within the data and can be used
across a variety of research topics and settings (Nowell et al., 2017).

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Thematic analysis is particularly useful for this research as it allows for a detailed exploration of
the perspectives and experiences of teachers on blended learning post Covid-19. By using
thematic analysis, the researcher can identify recurring patterns or themes within the data
collected through semi-structured interviews, allowing for a deeper understanding of the
teachers' perceptions and attitudes towards blended learning.

There are six main stages involved in this process, which include becoming familiar with the
data, generating initial codes, exploring themes, reviewing themes, defining and labeling themes,
and producing the final report (Braun & Clarke, 2006). The familiarity phase entails immersing
oneself in the collected data from the interviews and group discussions. The researcher
thoroughly reads the transcripts multiple times to gain a comprehensive understanding of the
data, making note of initial ideas and impressions.
The subsequent phase involves creating initial codes. In this step, the researcher identifies and
categorizes relevant data that pertains to the research question, such as statements regarding the
effects of social media on mental health. In the third phase, the researcher searches for themes
within the data by grouping similar codes together and identifying patterns and connections
among them. The fourth phase involves reviewing the identified themes, carefully examining and
refining them to ensure their accurate representation of the data.
Moving on to the fifth phase, the researcher defines and assigns labels to the themes, providing
clear and concise descriptions that capture the essence of the data. Finally, in the last phase, the
researcher produces the report, presenting the identified themes, supporting data, and analysis to
address the research question or objective.

3.8 Ethical Considerations

Ethics encompass a collection of principles that provide guidance to individuals or groups when
making decisions, particularly when their actions have the potential to impact others (Ritchie,
Lewis, Nicholls, & Ormston, 2014). Within academic research, ethical considerations play a
crucial role in ensuring that studies are conducted in a respectful, responsible, and truthful
manner. Adhering to ethical standards is of utmost importance because neglecting to do so can
lead to harm to participants, compromise the validity of the study, and harm the researcher's
reputation.

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3.8.1 Consent Form
Securing informed consent from participants is widely recognized as one of the most significant
ethical concerns in research (Flick, 2015).
The arrangements for obtaining participants' consent involved the use of a participant
information sheet and a consent form. The participant information sheet provided detailed
information about the purpose of the study, the study design, the research methods, the potential
risks and benefits of participation, and how confidentiality would be maintained. The consent
form included a statement of voluntary participation, a description of the data collection
procedures, and an agreement to maintain confidentiality.

The arrangements for obtaining participants’ consent involved contacting the school leadership
gatekeeper who would assist with identifying potential participants. The gatekeepers would
provide information about the study to potential participants and would act as an intermediary
between the researcher and the participants.
Contacting former colleagues was also considered as a potential avenue for recruitment, although
this was done after the former colleague had expressed their interest in participating in the study.
The same process for obtaining consent and providing participant information were followed for
former colleagues.

3.8.2 Right to Withdraw

Participants were informed of their right to withdraw from the research at any time without
giving a reason. This will be included in the participant information sheet and consent form.
Participants were informed that they had the right to withhold any information they did not wish
to share. The time frame for withdrawal was reasonable and flexible, and participants were
informed that they could withdraw at any point during the research process. They were informed
that their decision to withdraw would not have any negative consequences for them. The
researcher will ensure that all requests for withdrawal are respected and that any collected data is
destroyed upon withdrawal.

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3.8.3 Debriefing
As per the guidelines provided by the American Psychological Association (2017), it is
recommended that researchers conduct debriefing promptly after the completion of a study. This
process entails explaining the purpose of the study, any instances of deception that may have
occurred, and the utilization of the collected data. Additionally, researchers should afford
participants an opportunity to ask questions and address any concerns they may have.
After the interviews in this study, the participants were informed about the purpose of the study
and provided with a summary of the findings. They were also given an opportunity to ask
questions or clarify any concerns they may have about the study.
The information provided to the participant included a consent, which also included information
about the confidentiality and anonymity of the data collected and the storage and disposal of the
data.
In addition to the consent form, participants will be given a summary of the key findings of the
study after data analysis. This summary will be presented in a non-technical language to
facilitate participants' understanding of the research outcomes. Any identifiable information will
be kept confidential, and only the research team will have access.

3.8.4 Confidentiality
To safeguard participants' privacy and maintain confidentiality, researchers must utilize
pseudonyms or fictitious names to conceal participants' real identities, implementing robust data
security measures, and obtaining explicit consent from participants regarding the sharing of their
data (Babbie, 2016). These precautions help to ensure that participants' personal information
remains anonymous and their data is handled with utmost care and confidentiality. The following
arrangements were employed by the researcher to ensure participant confidentiality:
 Data storage: All data collected will be stored securely in password-protected University
drive and a locked cabinet, and this will follow GDPR protocol. Only the researcher and
authorized research personnel will have access to the data.
 Presentation of results: Results will be presented in a way that ensures the anonymity of
the participants. Pseudonyms or codes will be used in place of real names, and no
identifying information will be included in the final report.

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  Exceptional circumstances: In exceptional circumstances, where there is a risk of harm to
the participant or others, confidentiality may need to be breached. If this occurs, the
participant will be informed and any necessary action will be taken in consultation with
relevant authorities.
 Disposal of data: All data will be eliminated in a secure and private manner. Physical data
will be destroyed before disposal, and electronic data will be erased from devices. Every
disposal shall follow the applicable data protection laws.

3.9 Limitations
Although the researcher has identified several advantages to support the adoption of the
interpretive paradigm and its associated research strategies for the study, it is crucial to
acknowledge and address certain limitations. Since the interpretive paradigm focuses on
understanding social phenomena through subjective interpretations, there is a potential for
researcher bias to influence the interpretation of data. However, the researcher believed that the
abundance of data obtained from the interviews compensated for this drawback and offered
precise depictions of the lesson from the participants' unique viewpoint.

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