Blended Learning and Instructional Design: Effects on Students’ Engagement and Academic Performance

Abstract

This study examined the effects of blended learning and instructional design on students’ engagement and academic performance among second-year undergraduate students undergoing teaching practice at the University of Port Harcourt and Ignatius Ajuru University of Education. A correlational survey research design with an experimental component was adopted. From a population of 800 students, a sample of 200 was selected using stratified random sampling to ensure proportional representation across institutions and disciplines. Data were collected using a structured questionnaire measuring students’ engagement and perceptions of instructional design, alongside academic performance records obtained from pre-test and post-test scores. The instruments were validated by experts and demonstrated good reliability with a Cronbach’s Alpha coefficient of 0.87. A six-week blended learning intervention, integrating online modules, multimedia resources, and face-to-face instruction, was implemented. Data were analyzed using descriptive statistics and inferential techniques, including Pearson correlation, paired sample t test, and regression analysis at a 0.05 level of significance. Findings revealed a significant positive relationship between instructional design and students’ engagement (r = 0.61, p < 0.05), as well as between engagement and academic performance (r = 0.55, p < 0.05). The paired sample t-test showed a significant improvement in students’ academic performance following the blended learning intervention (t = 14.25, p < 0.05). Additionally, regression analysis indicated that challenges in implementing blended learning significantly affected students’ academic outcomes. The study concluded that effective instructional design enhances student engagement, which in turn improves academic performance in blended learning environments. It recommends that educators prioritize well-structured instructional design and address implementation challenges to maximize the benefits of blended learning.