INDIVIDUAL FACTORS INFLUENCING BLENDED LEARNING AMONG STUDENTS IN KENYA MEDICAL TRAINING COLLEGE

Abstract

Purpose: The objective was to determine the individual factors of 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 revealed that Student’s departments, course of study and level of study have an influence in achievement of blended learning. There is an association at 5% significant level between having a device to use in online learning and attending virtual classes, χ2 (1, N= 396) = 4.393, p = 0.036. The Phi = .105, p = .036. At 5% significance level, there is an association between student’s proficiency in using learning applications and the percentage of attending virtual classes, χ2 (6, N= 230) = 16.889, p = .010.
 Unique contribution to Theory, Practice and Policy: The study recommends that departments should be strengthened to offer both virtual and face to face sessions The College should ensure that students participating in blended-Learning courses have access to adequate and appropriate learning resources. Students have access to Page Library and also the virtual library resources within the College.