Perceived Influence of Blended Teaching on Postgraduate Educational Management Students Learning in Rivers State Universities

The study investigated perceived influence of blended teaching on postgraduate educational management students learning in Rivers State Universities. The study adopted the descriptive survey research design. Two research questions and two hypotheses guided the study. The population of the study is 58. It consists of all lecturers in the Department of Educational Management in Rivers State owned universities. The sample size of the study was 58. Census sampling technique was used to sample the entire population of the study. A structured questionnaire titled perceived influence of blended teaching of postgraduate students learning questionnaire was used as instrument for data collection. Three experts validated the instructed and Cronbach Alpha Method was used to obtain an average reliability coefficient of 0.83. 58 copies of the questionnaire were administered, retrieved, and used for the study. The items were rated on a four (4) point rating scale; mean and standard deviation was used to analyze the research questions while z-test was used in testing the formulated hypotheses. The findings reviewed that, Educational Management postgraduate students learning was influenced by face-to-face and hybrid teaching to a high extent. The researcher recommended that lecturers should ensure that students or learners became active and not passive participants as this will help or make postgraduate Educational Management students to develop knowledge on their own and confident without the interference of the instructor or lecturer and measures should be adopted by lecturers on how online learning instruction could be used to achieve Educational Management courses having psychomotor objectives in Rivers State owned universities.