ASSESSING SCIENCE TEACHERS LEVEL OF AWARENESS AND UTILIZATION OF HYBRID LEARNING APPROACH FOR EFFECTIVE STEM TEACHING IN JUNIOR SECONDARY THREE SCHOOLS IN BASSA, PLATEAU STATE.

Abstract

This study delved into assessing how familiar and proficient science teachers in Bassa, Plateau State are with the hybrid learning approach to enhance STEM teaching. The research followed a descriptive survey design, focusing on Bassa Local Government Area, and involved a sample of 260 science teachers randomly chosen from a total population of 332. To gather data on teachers' awareness, utilization, and challenges related to hybrid learning in STEM teaching, researchers employed a 30-item questionnaire. The questionnaire's validity was established through expert review, and its reliability, determined by the Spearman Brown correlation coefficient, yielded a coefficient of 0.82. Analysis of the collected data relied on mean and standard deviation calculations. The results uncovered a lack of awareness among science teachers about the hybrid learning approach, leading to its underutilization. Additionally, the study identified challenges hindering science teachers from effectively implementing hybrid learning. In response to these findings, recommendations were proposed, emphasizing the importance of science teachers adopting a proactive approach in embracing contemporary, technology-driven teaching methods to meet international standards. The guidance of learners in accessing resources for optimal learning was also underscored