INFLUENCE OF BLENDED LEARNING ON ACADEMIC ENGAGEMENT AND PERFORMANCE OF ENGLISH EDUCATION STUDENTS OF CHUKWUEMEKAODUMEGWU OJUKWU UNIVERSITY

Abstract

This study evaluates the influence of blended learning on the academic engagement and performance of English Education students at Chukwuemeka Odumegwu Ojukwu University. Recognizing the limitations of traditional and online learning methods, the research explores the potential of blended learning to bridge gaps in instructional quality, student engagement, and academic outcome. A descriptive survey design was employed, sampling 100 participants across four academic levels using stratified random sampling. Data were collected via a validated questionnaire and analyzed using descriptive statistics and the Spearman’s Rank oerder technique. Findings reveled that blended learning significantly enhances student engagement and convenience, categorized as Very High Effectiveness (VHE). However, its influence on material accessibility and examination performance was perceived as Low Effectiveness (LE), indicating areas for improvement. Overall, the study underscores blended learning's nuanced influence, balancing the strengths of traditional and online modalities to foster a more dynamic and interactive learning environment. Recommendations are provided to optimize blended learning strategies, particularly in resource-constrained settings like Nigeria, to enhance academic performance and prepare students for the challenges of the 21st-century knowledge economy.