A Comparative Analysis of Blended and Traditional Learning Methods in Clinical Physiotherapy: Student Perceptions and Satisfaction

Ebere Y. Ihegihu, Francis G Kasarachi, Doluwamu A. Wale-Aina, Chima C. Ihegihu and Agboola C Akudo
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Ebere Y. Ihegihu: Department of Medical Rehabilitation, Nnamdi Azikiwe University, Nnewi, Nigeria
Francis G Kasarachi: Department of Medical Rehabilitation, Nnamdi Azikiwe University, Nnewi, Nigeria
Doluwamu A. Wale-Aina: Physiotherapy department, Jericho Nursing Home, Ibadan, Nigeria
Chima C. Ihegihu: Department of Orthopaedic Surgery, Nnamdi Azikiwe University, Nnewi, Nigeria
Agboola C Akudo: Centre for Conflict Management and Peace studies, University of Jos.

International Journal of Research and Innovation in Social Science, 2025, vol. 9, issue 3s, 1073-1081

Abstract: Background: The COVID-19 pandemic led to a global shift in educational practices, including in Nigeria, where school closures prompted a transition to technology-based learning. This study aimed to investigate the perception and satisfaction of clinical physiotherapy students at Nnamdi Azikiwe University, Nnewi Campus, regarding blended learning (BL) compared with traditional face-to-face teaching. Methods: A cross-sectional survey was conducted with 104 clinical physiotherapy students, using the BL Survey and Student Satisfaction Survey Form. Descriptive statistics and Mann–Whitney U tests were used to assess perceptions and satisfaction across different demographics. Results: A positive perception of BL was observed, with 72% of students expressing a preference for this method in the future. However, overall satisfaction was moderate (51.9%), with significant concerns related to technological support, course management, and instructor characteristics. No significant differences in perception were found based on age or sex; however, academic level influenced satisfaction. Conclusions: This study highlights the benefits of BL, such as increased flexibility and resource accessibility, while also noting challenges like technological issues and varying student engagement. Recommendations include improving technological infrastructure and support, refining course management, and conducting further research on long-term impacts.

Date: 2025
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