Construction of Scale for Measuring Teacher Perception on Blended Learning

Abstract

A key strategy in contemporary education is blended learning, which combines digital resources with conventional teaching techniques to improve student learning. The successful use of blended learning requires understanding how teachers view the approach and how it affects the quality of education. Developing a comprehensive scale to assess teacher perception along four important dimensions (Teacher Preparedness & Professional Development, Technology Infrastructure & Accessibility, Instructional Design & Pedagogical Approaches and Student Engagement & Learning Outcomes was the goal of this study. After consulting with experts, a preliminary set of 60 statements was created, examined, and improved, yielding 49 validated assertions. To guarantee content authenticity, these were assessed by thirty professionals from a range of educational disciplines. Strong internal consistency was indicated by statistical analysis using SPSS, which verified that the reliability values for all dimensions were higher than the suggested alpha value of 0.7 (Cronbach, 1951). The Kaiser-Meyer-Olkin (KMO) test for sample adequacy confirmed the data's eligibility for factor analysis, which was higher than the suggested value of 0.6. Significant correlations within the statement matrix were shown using the Bartlett test of sphericity. Three components were recovered for each dimension using Principal Component Analysis (PCA), with a cutoff threshold of 0.6. To preserve the scale's effectiveness, 49 statements were kept after this study, while 11 were eliminated. This structured scale offers a reliable instrument for evaluating how teachers view blended learning, enabling a more thorough comprehension of its effects on educational quality and guiding future pedagogical advancements.