Barriers to Effective Blended Learning for Consumer Science in Eswatini's Rural High Schools
Abstract
Blended learning was implemented during the COVID-19 crisis in Eswatini. Learners were forced to adopt a blended learning approach but this might have exacerbated the situation in rural-based Consumer Science schools. The study's objectives were to determine challenges faced by Consumer Science teachers when conducting practical lessons. This study employed the mixed method research and adopted the pragmatism paradigm approach and descriptive survey research. Consumer Science teachers in the Manzini and Shiselweni regions were the target population. A census was used for quantitative data (N =100) and purposive sampling was used for qualitative data (N=10). SPSS (20.1) was used to run frequencies, as well as mean and standard deviation, to analyse the data. The findings of the study are difficult to demonstrate online when conducting practical lessons, and school curriculum should adopt blended learning, The lack of gadgets and the internet for teaching and learning was a challenge with blended learning and with regards to strategies for the solution of blended learning teacher and students needs to be trained in blended learning. In conclusion, a policy for blended learning should be formulated so that blended learning is more supported. A similar study can be done that will involve students
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References
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Copyright (c) 2025 Dumisa C. Mabuza, PhD, Loncwala N. Thwala
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