university tefl students' perceptions towards blended learning online courses

Blended learning has played an important role in student experiences, enhancing learning opportunities in the learning environment by incorporating online teaching resources. the phenomenon has attracted much attention across different academic fields especially since the outbreak of the covid-19 pandemic, after which the majority of universities started using online learning and teaching systems. this study was therefore conducted to examine university tefl students perceptions towards blended learning and online courses. in so doing, data was attained from 50 master students of tefl who were selected based on convenience sampling strategy. the adopted instrument for data collection was a blended learning survey of perceptions questionnaire (bpq) (tang & chaw, 2013). the raw data were analyzed using spss 26. the reliability was checked by cronbach’s alpha method. the results of descriptive statistics revealed that the participants had generally positive attitudes towards blended learning. the independent samples t-test was also applied to determine whether there were significant differences between male and female students with reference to their perceptions of blended learning. the results revealed that there was no significant difference between female and male students, given that both male and female learners had positive views towards blended learning. however, the results of further statistical analyses on how to choose an appropriate and relevant test in this article, gave support to significant differences among the participants with reference to their levels of academic education and field of study.