BLENDED LEARNING AND E-PEDAGOGY: ENHANCING BUSINESS EDUCATION THROUGH DIGITALIZATION AND CCMAS COMPLIANCE IN BAYELSA STATE, NIGERIA

Abstract

The study examined the adoption of blended learning and e-pedagogy in enhancing business education through digitalization and Core Curriculum Minimum Academic Standard (CCMAS) compliance in Bayelsa State, Nigeria. A descriptive survey design was employed, guided by three research questions. The population consisted of business education lecturers and students from tertiary institutions offering business education programs in Bayelsa State. A sample of 75 respondents was selected using a stratified random sampling technique. Data were collected using a structured questionnaire titled “Blended Learning and E-Pedagogy Effectiveness Questionnaire (BLEPEQ),” developed by the researcher and validated by experts. Reliability analysis using the Cronbach Alpha formula yielded a coefficient of 0.81. Data were analyzed using mean and standard deviation. The findings revealed that while blended learning and e-pedagogy have improved teaching and learning outcomes, challenges such as limited digital infrastructure, inadequate internet connectivity, and insufficient digital literacy among educators hinder full compliance with CCMAS. It was recommended that institutions invest in digital infrastructure, provide ongoing digital literacy training for educators, and establish policies that promote seamless digital integration in business education.