Investigating the Relationship Between Blended Learning Integration and Student Outcomes: A Quantitative Analysis in Higher Education

Abstract

The study focuses on the integration of blended learning and its impact on student outcomes at the higher education level, considering student perceptions, student engagement, and academic performances. There is growing recognition that blended learning is a pedagogy that is transformative for both digital and in-person instruction, particularly concerning varied learner needs. A quantitative correlational methodology was used in gathering data from 150–200 higher education educators across disciplines by using the Blended Learning Environment Questionnaire (BLEQ). Descriptive and inferential statistical analyses were applied, including Pearson's Correlation, to examine the relationship between blended learning adoption and student outcomes. Findings suggest very positive perceptions of blended learning, with mean scores exceeding 4.0 on several dimensions, such as content accessibility, engagement, and clarity of structure. The results indicate a strong correlation of the integrated online and face-to-face component with understanding, critical thinking, and time management. It is also evident from the results that teacher-student interaction and the design of a course play an important role in increasing student satisfaction and achievement. However, some of the areas mentioned include technical support and time management, where improvement is recommended to have an effective system in place. This research joins an increasingly long list of literature in support of establishing blended learning but importantly affirms the necessity of adopting this model by regions, most especially for developing economies. The results then go to support blended learning's capability to enhance learners' performance and satisfaction with its implications advocating for it as an additive model for traditional teaching approaches.