Challenges of Blended Learning Pedagogy during Covid-19 Pandemic: A Case of Selected Secondary Schools of Livingstone District, Zambia

Bornwell Muntanga, Rosemary .M. Mulenga, Trinity Chikwanda, Mukwalikuli Mundia

Covid 19, Blended learning, Pandemigy.

this article revealed some of the challenges of blended learning pedagogy during COVID-19 pandemic in three selected schools of Livingstone District, Zambia. The article uses a phenomenology research design to generate data. The target population included all the parents, school managers, teachers and pupils from the three selected schools of Livingstone District, Zambia while the sample size was 30 participants. The article was based on data derived from a face to face interview with 22 participants (Learners, Teachers and School Managers) while the remaining data was derived from the Focus Group Discussion with 8 parents all from the Parents Teacher Committees (PTCs). This article employed a qualitative approach to generate data. Inductive thematic analysis was used to analyse data because themes were strongly linked to data. The research used a non-probability sampling approach to select the working sample. In non-probability sampling, the researcher decides who ought to be included to take part in the study according to their relevance to help in answering the research questions. The article provides evidence that schools encountered various challenges related to online learning categorised under the following interlinked themes: COVID 19 pandemic, lack of technological infrastructures, poor

https://doi.org/10.31871/WJRR19.4.18