Innovative Pedagogy and Blended Learning Among the Undergraduate Students’ of Wesley University Ondo, Nigeria

The study examines innovative pedagogy and blended learning among the undergraduate students’ of Wesley University Ondo, Nigeria. The research design method used for this study was qualitative research methods. The population of the study comprises of six hundred and fifty-four (654) registered students for 2020/2021 academic session. The sample size of Two hundred and forty-eight (248) respondents was selected through the Krejcie and Morgan sampling techniques to select the sample size from the population. The returned rate of the instrument used to elicit the data from the respondents was 238(93.42%). The instrument used to collect data was questionnaire. This questionnaire was designed on a scale of 4 points Likert. The validity of the instrument was done and the reliability of the instrument was tested through the use of Cronbach Alpha reliability to determine the internal consistency of the instrument. The instrument revealed a coefficient of 0.762 which is acceptable. The method of data analysis used was analysis of variance (ANOVA) statistics to test the research questions. The statistical package for social sciences (SPSS) was used to analyse the data. The findings revealed that technical skill (N = 242; F = 3.570; P = 0.008 @ 0.05). Teaching flexibility (N = 242; F = 1.609; P = 0.188 @ 0.05). Self-efficacy (N = 242; F = 1.199; P = 0.312 @ 0.05) are positively significant with the blended learning. Research question one was deemed irrelevant, whereas the remaining questions held significant importance. Consequently, it was implied that learners exhibited specific IT skills facilitating their comprehension of blended learning. As a result, the study suggested that stakeholders in tertiary institutions should allocate funds toward the implementation of blended learning for both educators and students. Additionally, establishing a supportive technological ecosystem and establishing a technical hub for students would lead to reduced educational expenses and foster academic progress.   Received: 27 May 2023 / Accepted: 24 June 2023 / Published: 5 July 2023