A CIPP-TOWS Evaluation of Blended Learning for the Sciences and Mathematics During COVID-19: The Case of Great Zimbabwe University

ABSTRACT

One way to curb the spread of COVID-19, an infectious coronavirus disease that first emerged in China in 2019, has been a pedagogical shift from face-to-face to virtual learning. Great Zimbabwe University (GZU), in particular, adopted blended learning that combines face-to-face with virtual learning. Although blended learning was established before COVID-19, its effectiveness during this pandemic is little known. Thus, the main aim of this study was to evaluate blended learning for the sciences and mathematics programmes at GZU during COVID-19 from 2020 to 2021. A survey involving 45 students from two schools at GZU and a focus group discussion comprised nine staff members were conducted. Data were analysed using SPSS, the Threats, Opportunities, Weaknesses and Strengths inquiry, and the Context, Input, Process and Product model. Threats observed included the high cost of technological gadgets, while opportunities included the development of twenty-first- century skills. In the internal environment, inadequately equipped laboratories and poor Internet connectivity were some of the major weaknesses. Examples of strengths were the highly qualified staff. Strategies to enhance the effectiveness of blended learning included investing in broadband and establishing virtual laboratories. Overall, blended learning effectively achieved the objectives of the two schools. © The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Switzerland AG 2023.