Identifying and Prioritizing Barriers to Implementation of Blended Education in Lower Elementary Schools from the Perspective of Teachers

Abstract

Given the advancement of technology and successful human experience in using it in the field of virtual education and considering the benefits of face-to-face education especially in primary education, and finally the global epidemic; the use of Blended Education in primary schools can be very helpful. The present study tries to identify and prioritize the barriers to implementation of blended education in lower primary schools from the perspective of their teachers. The method of this research is survey in terms of purpose. The statistical population is all primary school teachers in District 18 consisting of 340 teachers. With using random sampling method, based on Morgan table, the sample size was determined 180 teacher. The data collection tool was researcher-made questionnaire, consists of 36 questions that count information in nine components regarding barriers to blended education. Curriculum teachers' opinions were used to determine the validity. The reliability of the questionnaire was 0.83 through Cronbach's alpha. Descriptive statistics (mean, standard deviation and coefficient of variation) and inferential statistics (one-sample t-test and Friedman test) were used to analyze the data. The results showed that barriers include: lack of appropriate software facilities for teaching, low evaluation skills in virtual context, low ability of teachers to control students to attend the virtual classroom, students' lack of access to hardware facilities, lack of creativity and innovation in teaching appropriate to cyberspace, insufficient access to students to establish interpersonal emotional communication with students, low level of competition between students for better and more learning, low ability of teachers and students in use of educational software; in order of priority is barriers of blended education. The only component of low motivation of students to participate in virtual education is not significant and is not counted as barrier.