FACTORS ASSOCIATED WITH THE ADOPTION OF MOBILE-BLENDED LEARNING TO DEVELOP CRITICAL THINKING SKILLS IN NIGERIAN BUSINESS EDUCATION UNDERGRADUATE STUDENTS

摘要

The standard of the Nigerian educational system has continued to witness a decline over the years at all levels, contributing to the high rate of unemployment among graduates in the country. Jobs in the 21st century require employees? abilities to analyse, evaluate, and synthesize knowledge to creatively solve problems and these abilities are increasingly necessary for survival in the modern world. Mobile-blended learning allows sufficient time during its face-to-face components to effectively engage learners with problem-solving tasks that encourage their cognitive development, rather than exposing them to learning experiences that are fraught with a repetitive accumulation of facts and knowledge only. The main objective of this study was to investigate the factors associated with the effective adoption of mobile-blended learning for critical thinking enhancement. A cross-sectional study that used survey and documentary research was conducted among 120 business educators from three states of the thirty-six states of Nigeria, A validated self-administered questionnaire was used to collect data, which were analysed using multiple regression method. The study revealed that teachers? participation in the process of deciding to adopt innovation, competency, mobile instructional content, and mobile-blended learning orientation were significantly associated with effective adoption. This suggests that when adopting a mobile-blended learning approach, the focus should be centred on teachers? participation and competency as well as mobile content and orientation.