A STUDY ON THE EFFECTIVENESS OF BLENDED LEARNING IN HIGHER EDUCATION

This study investigates the effectiveness of blended learning in higher education, focusing on its impact on student engagement and academic performance. A quasi-experimental design was employed with 60 undergraduate students divided into an experimental group (blended learning) and a control group (traditional instruction). Data were collected through pre- and post-tests and student engagement surveys. The results indicate that the experimental group outperformed the control group in academic achievement and reported higher levels of engagement. The findings suggest that blended learning provides a more effective instructional approach than traditional methods by promoting active learning and flexibility. These results support the integration of blended learning models in higher education contexts.