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Blended vs. Traditional Learning: Academic Achievement in Formative Assessment at the University of Kabianga
Abstract
Blended Learning (BL) combines traditional face-to -face classroom sessions with online learning sessions, offering students the advantages of both formats. This pedagogical approach has gained significant traction in higher education as it offers significant potential to enhance the educational experience in higher education globally. BL offers a promising solution to address the evolving needs of students and faculty in post Covid-19 era. University of Kabianga (UoK), like many higher education institutions, is facing increasing pressure to modernize its teaching and learning practices and is implementing Technology Enabled Learning (TEL) programme. Blended courses have been developed and lecturers and learners are slowly embracing BL under guidance and mentorship of Commonwealth of Learning (COL). Research on blended learning impact on academic performance has yielded mixed results, with some studies showing positive effects, others showing no significant difference, and some even suggesting negative impacts. This research study investigated the effectiveness of a BL approach in regard to students’ academic achievement in higher education. This was achieved through examining whether there is a difference in academic performance in formative assessments, in courses taught through blended learning and those offered in the traditional mode of face to face, at University of Kabianga. Traditional driver blended learning model was used in this study. Complex Adaptive Blended Learning System (CABLS) theory was used to guide this study. The research designed employed in this study was Quasiexperimental research design. The type of Quasi-experimental designs used in this study was, ‘use control groups but no pre-test’. The study sample was 2647 students, enrolled in 9 randomly selected courses, each with 2 groups of students. BL group had 1441students, while traditional group had 1206 students. Statistical Package for Social Sciences (SPSS) software was used to analyze the quantitative data. Data analysis yielded mixed results, with some courses showing significant difference in academic achievement between blended and traditional group, while others showed no significant difference. Overly, blended learning group had higher academic achievement than traditional group.
PCF11 Sub-Theme: Changing Mindsets for Inclusive Open Education
Paper ID: 7582
Country
Kenya
Region
Africa
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Adobe PDF, 307 KB
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Date
2025-09
Author
ORCID
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Publisher
Commonwealth of Learning (COL)