H, Primary Teachers’ Knowledge, Attitudes and Practice Toward Blended Education in Bangladesh
Keywords:
Blended Education; Online Teaching; Face-to-face Teaching; Primary Education.Abstract
This study explores the knowledge, attitudes, and practices of primary school teachers in Bangladesh regarding blended education. A total of 198 teachers from government primary schools participated in the study. A mixed-methods approach was employed to collect quantitative and qualitative data, and Exploratory Factor Analysis (EFA) was used to determine the factor structure of the blended education instruments.
The findings indicate that teachers generally need more knowledge about blended education. Their attitudes were largely neutral, with some expressing a preference for traditional face-to-face teaching over online methods. Differences were observed among teachers based on gender, school location (rural and urban), and teaching experience. Although many teachers had experience with synchronous and asynchronous online classes, more effective implementation of blended education is needed. The study highlights the importance of teacher training, professional development, adequate digital devices, reliable internet connectivity, and a clear policy framework to support successful implementation of blended education in Bangladesh.
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