THESIS TITLE: Application of Blended Learning on Learners’ Acquisition of Language Skills in National and Extra-County Schools in Western Kenya

 STUDENT’S NAME: Wasike Nekesa Lillian

 SUPERVISORS’ NAMES:

1. Prof. Stanley N. Mutsotso

2. Dr. Duncan Wekesa Wasike

 ABSTRACT

Current and emerging technology is forcing teachers to rethink how best to prepare learners for the 21^st Century’s demands and challenges and meet the global quality education threshold. Additionally, the recent COVID-19 pandemic and unsatisfactory performance in languages in national examinations have occasioned the need for this study. This study sought to investigate the application of blended learning in learners’ acquisition of English language skills in national and extra-county schools in the Western region of Kenya. Specific study objectives were to: establish teachers’ perceptions of blended learning on learners’ acquisition of English language skills, establish learners’ perceptions of blended learning on learners’ acquisition of English language skills, determine the influence of availability of key technologies for blended learning on learners’ acquisition of English language skills and determine the influence of blended learning on learners’ acquisition of English language skills. This study was based on two theories: Social Constructivism and Connectivism. The study sample was 343 Form 3 students; 32 English teachers and Heads of Department; 16 principals of national and extra county schools; 4 County Quality Assurance and Standards Officers and 2 Kenya Institute of Curriculum Development language specialists. The study sample was 397 respondents selected through simple random, cluster and purposive sampling techniques. The study design adopted was a Descriptive Survey. Data was collected through an interview schedule, questionnaire, written task and observation schedule validated by research specialists at the Curriculum and Pedagogy Department. The data was analyzed using SPSS; then organized into themes to corroborate the descriptive findings. The study findings were: higher levels of acquisition of language skills in High Achievers’ schools were attributable to positive perceptions by teachers towards the use of blended learning; for this, a significant difference was established (t ₍₃₂₎ =1.0067); learners in both categories of schools perceived that frequent use of blended learning as important in improving their acquisition of language skills; a significant difference was established between the two groups,(t ₍₃₄₁₎=10.728a<0.05); on the influence of availability of key technologies for blended learning, a significant difference was established between both groups as follows: c₍₁₎ =136.030;c₍₁₎ =38.269a<0.05; c₍₁₎ =9.257; c₍₁₎ = 49.525 a<0.05;c₍₁₎ =11.200 a<0.05; c₍₁₎ =74.278 a<0.05; use of blended learning has a significantly higher influence on learners’ acquisition of language skills in both categories of schools (t ₍₃₇₃) =17.241 a<0.05). The study concluded that perceptions of teachers and learners on the use of blended learning, the availability of key technologies and frequent use of blended learning influence learners’ acquisition of English language skills. The study is significant as it may sensitize teachers of English and learners on the benefits and use of Blended Learning. It will enable curriculum developers and researchers to come up with appropriate instructional designs and teachers’ professional development content on the use of Blended Learning in the teaching of the English language. This study recommends that, to improve performance and to change the perceptions of teachers and learners towards blended learning, schools be enabled to access key technologies for blended learning in the instruction of language; the use of blended learning be encouraged and there should also be sustained teacher professional development to equip teachers with relevant skills on the use of blended learning.