Developing a Blended Learning Model for Agricultural Science Education in Tertiary Institutions in Katsina State

Blended learning combines face-to-face instruction with online digital components, offering potential for expanding access and improving outcomes in agricultural science education in Katsina State where physical resources are constrained. This study developed a blended learning model for agricultural science courses at Katsina State Polytechnic and Federal University Dutsin-Ma, Katsina State, North West Nigeria. A model development methodology was employed, drawing on a needs assessment survey of 120 agricultural science students and 20 lecturers, audit of existing digital infrastructure, and review of established blended learning frameworks including the Community of Inquiry model and the Substitution, Augmentation, Modification, Redefinition technology integration framework. The needs assessment confirmed that 78.3 percent of students had smartphone access and that 61.7 percent desired more flexibility in accessing course content. Lecturers rated their current blended learning competency as low in 65.0 percent of cases. The developed model specifies a 40-percent online and 60-percent face-to-face instructional balance, online content delivery through Google Classroom, weekly synchronous sessions via WhatsApp video for rural-connected students, and field practicum components that cannot be delivered digitally. Professional development requirements for lecturers are specified. Expert review by eight instructional design and agricultural education specialists confirmed the model's appropriateness. The study recommends pilot implementation at both institutions with student performance and satisfaction evaluation at the end of each semester.

Keywords: blended learning, agricultural science education, tertiary institutions, Katsina State, instructional model