INFLUENCE OF BLENDED TEACHING AND LEARNING STRATEGIES; A COMPARISON OF STUDENTS’ ACADEMIC PERFORMANCES IN BLENDED LEARNING AND FACE-TO-FACE LEARNING APPROACHES’AT KENYA MEDICAL TRAINING COLLEGE (KMTC) IN NYANZA REGION, KENYA

Background: This research explores the impact of blended teaching and learning approaches on students’ academic performance at Kenya Medical Training Colleges (KMTC) in the Nyanza Region of Kenya. Methodology: The research used a mixed descriptive cross-sectional method, combining qualitative and quantitative data collecting methods across 14 KMTC campuses, covering roughly 13.3% of the student population (9,954 students). Fisher's method was used to choose a sample of 280 students, which was then stratified and randomized. Structured questionnaires, interviews, and focus group discussions were utilized to collect data, which was then evaluated statistically using Pearson correlation and Multiple Logistic Regression. Findings: The study discovered a considerable difference in students' academic performance in online and face-to-face exams. Students did better in virtual examinations (mean score 68.875%) than in face-to-face examinations (mean score 60.0568%). Correlational studies revealed that gender and age had no significant influence on academic achievement in both learning approaches. Discussion: The findings indicated that blended learning techniques can improve students' academic performance while creating a welcoming and fair learning environment. However, the efficiency of these tactics may be determined by factors including administrative support and instructor readiness. Conclusion: Blended learning techniques considerably enhance students' academic performance in medical training, emphasizing the need for more effective educational approaches in Kenya's medical training field.