Leveraging the Supremacy of Blended Teaching and Learning Provisions in ECD Environments in Gweru Urban Schools

Abstract

Soon after the Covid-19 induced lockdown era, blended teaching and learning provisions gained tremendous popularity, and schools are endeavouring to laud its advantages in teaching and learning environments. This study delved on the how to leverage blended teaching and learning facility in ECD settings in Gweru Urban Primary Schools in a bid to attain sustainable education. Blended teaching and learning combine the traditional classroom teaching with emerging technology provisions and online educational facilities, making learning more real, funny, interesting, contextual, and engaging. The Blended Learning Model Theory by Garrison and Kanuka (2004) formed the theoretical framework for the study. The theory explains how blended learning combines face-to-face learning and online learning facilities to create a more effective and engaging learning environment. Interpretivism paradigm, qualitative research approach and a descriptive survey research design formed the research methodology of this study. Questionnaires, interviews and observations were data collection instruments used to collect data from ten primary schools in Gweru Urban. Results were thematically presented, where emerging themes were analysed in relation to research questions. Blended teaching and learning provisions proffer higher learner achievement in ECD settings. It emerged that the utilisation of blended teaching learning facilities in ECD settings was facing multitudinous challenges. The study, therefore, recommends a multifaceted approach to arrest challenges affecting both teachers and learners when utilising blended teaching and learning facility in ECD environments.