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urban and semi urban participants approach were almost irrevocable and
towards using blended learning favourable. This is a positive finding.
approach for teachers preparation” These findings were supported by
is not rejected. It may therefore be Korkmaz & Karakus (2009); Adas &
concluded that readiness of rural, Shmais (2011); Alseweed (2013); Nordin
urban and semi urban participants & Alias (2013); Aldalalah & Gasaymeh
found to be equally positive. (2014); Gyamfi & Gyaase (2015);
Ja’ashanl (2015); Angadi (2016); Khan
4. The mean readiness scores
of participants towards using (2016); Qiang (2016); Bakeer (2018);
blended learning approach in Birbal, Ramdass & Harripaul (2018);
teachers’ preparation do not differ Sari (2019). Thus, the above description
significantly when compared on reflects that using a blended learning
the basis of level, hence the null approach may prove beneficial for
hypothesis “There is no significant teachers’ preparation.
difference in mean readiness scores
of teacher educators, research To compare the mean readiness
scholars and pupil teachers score of male and female participants
towards using blended learning towards using a blended learning
approach for teachers preparation” approach for teachers’ preparation.
is not rejected. It may therefore be The mean readiness scores of participants
concluded that readiness of teacher towards using blended learning
educators, research scholars and approach in teachers’ preparation did
pupil teachers were found to be not differ significantly when compared
equally positive. on the basis of gender, It may therefore
be concluded that readiness of male
Discussion on findings and female participants found to be
equally positive and both are ready
The objective wise findings of the
present study have been discussed. to incorporate blended learning for
internship activities. This finding has
been supported by Korkmaz & Karakus
To study the readiness of teacher
educators, research scholars and (2009); Adas & Shmais (2011); Alseweed
students towards using blended (2013); Angadi (2016); Khan (2016); Qiang
learning approach for teachers’ (2016); Bakeer (2018); Birbal, Ramdass
preparation. & Harripaul (2018). Thus, the above
description reflects that using a blended
It is clear from the above results that the learning approach may prove beneficial
mean readiness scores of participants for teachers’ preparation and gender
towards using blended learning have no effect on its effectiveness.
approach for teachers’ preparation
found to be favourable. The results also To compare the mean readiness
indicate that, as a group, the readiness score of rural, urban and semi-urban
towards using a blended learning participants towards using a blended

Indian Journal of Educational Technology 73
Volume 3, Issue 2, July 2021