Abstract

• The purpose of this study is to explore readiness and engagement of student teachers towards blended learning in Sagaing University of Education. The design of this study was descriptive research design. A sample of (258) student teachers from Sagaing University of Education were selected by using cluster sampling. The instrument that measures the readiness for blended learning questionnaires with (33) items and the instrument for student teachers' engagement questionnaires with (25) items were applied. In pilot testing, the reliability value for the readiness towards blended learning was (.734) and that for the engagement towards blended learning was (.746) using Cronbach's alpha. The quantitative data were analyzed by using Statistical Package for Social Science (SPSS). In order to examine the readiness and engagement of student teachers towards blended learning, descriptive statistics (mean and standard deviation) were used. Independent samples t test were used to compare the readiness and engagement of student teachers towards blended learning in terms of gender and year of study. Pearson product-moment correlation was used for the relationship of the readiness and engagement of student teachers towards blended learning. The results showed that there was positively moderate correlation between the readiness and engagement of student teachers towards blended learning.