STUDENT PERCEPTION AND RECEPTIVITY OF HYBRID LEARNING MODES IN NIGERIAN PUBLIC UNIVERSITIES

Abstract

This study examined Nigerian public university students’ perceptions and responses to hybrid learning across the six geopolitical zones. Hybrid learning, which combines face-to-face and online instruction, is increasingly promoted as a viable model for university education in Nigeria, despite concerns about students’ willingness to adopt it. The population comprised undergraduates in federal universities nationwide. One university was purposively selected from each zone, and 300 students were chosen from each institution using stratified random sampling, giving a total sample of 1,800 respondents. The study was guided by two research questions and one hypothesis. Data were collected using structured questionnaire and analysed with descriptive and inferential statistics. Findings revealed that most students were aware of the benefits of hybrid learning, particularly flexibility, and demonstrated strong readiness and willingness to embrace it if infrastructure improves. However, perceptions of its impact on academic performance and class participation were less favourable, suggesting lingering doubts about its effectiveness in enhancing learning quality. A significant relationship was found between students’ perceptions and their receptivity to hybrid learning, leading to the rejection of the null hypothesis. The study recommended digital skills training, improved infrastructure, and sustained policy support to enhance the adoption of hybrid learning in Nigerian universities