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Abstract

The study investigates factors that lead to the acceptance of blended learning in a developing country. Descriptive analysis, Principal component analysis and Regression analysis were adopted in this study. Data was obtained from 204 undergraduate students. Data analysis was carried out using frequency distributions and regression analysis. The findings revealed that a significant relationship exists between performance expectancy and facilitating conditions in the acceptance of blended learning in Nigeria .Also, students showed more interest in course related readings and course materials and less interest on discussion with lecturers and discussion with classmates. Performance expectancy is a major determinant in the acceptance of blended learning by students. Findings revealed a relationship between learning styles of students and the adoption of blended learning.

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