Assessing the Learning Experiences among students in Statistics through Blended Learning

This study investigates the impact of blended learning modality on the academic performance of undergraduate students in statistics at Samar State University during the second semester of the 2023-2024 academic year. Utilizing an adapted survey questionnaire from the Cambridge University Press Teacher Research Program, was contextualized to align with the local academic setting and the specific content of statistics education. The instrument, validated through expert review and tested for reliability using Cronbach’s Alpha. Descriptive statistics summarized the respondents’ demographic profiles, while Spearman’s rank correlation coefficient examined relationships between demographic factors, learning experiences, and challenges encountered. The study found that blended learning moderately improves students’ understanding of statistical concepts and learning outcomes (average grade 3.73), interpreted 1.00 to 5.50 where 1.0-1.49 very negative and 4.50 – 5.50 very positive, Students generally perceived challenges as neutral to slightly positive (mean = 3.59). There was a strong positive link between how students experience learning and the challenges they face (r = .601, p < .001), The study found no significant relationship between gender and academic performance, nor any significant correlation between students’ year level, age, and their general weighted average. These study highlight the importance of developing strategic design and support systems in blended learning environments.