Investigating the Effectiveness of Blended Learning Models in Post- Covid-19 Classrooms in Kogi State Public Secondary Schools

Gambo Victoria Agbomerie

doi:10.56201/ijee.v12.no.2.2026.pg924.938

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Investigating the Effectiveness of Blended Learning Models in Post- Covid-19 Classrooms in Kogi State Public Secondary Schools

Gambo Victoria Agbomerie

Abstract

The COVID-19 pandemic accelerated the integration of digital technologies into teaching and learning, resulting in the widespread adoption of blended learning as an instructional approach across educational systems. Although schools have resumed conventional classroom instruction, blended learning continues to gain prominence because of its potential to enhance instructional flexibility, learner engagement, collaboration, and academic achievement. However, evidence regarding its effectiveness in Nigerian public secondary schools remains limited, particularly in Kogi State, where inadequate technological infrastructure, poor internet connectivity, inconsistent electricity supply, and limited teacher preparedness continue to constrain implementation. This study investigated the effectiveness of blended learning models in post- COVID-19 classrooms in Kogi State public secondary schools. Specifically, the study examined teachers' perceptions of blended learning, its influence on students' academic achievement and engagement, the role of digital technologies in facilitating instruction, the challenges affecting implementation, and the effectiveness of teacher professional development programmes in promoting blended learning practices. The study adopted a mixed-methods research design involving questionnaires, interviews, and classroom observations administered to teachers and students selected through appropriate sampling techniques. Quantitative data will be analysed using descriptive and inferential statistics, while qualitative data will be analysed thematically. The study is expected to demonstrate that blended learning significantly improves students' engagement, independent learning, collaboration, and academic performance when supported by adequate technological infrastructure, continuous teacher professional development, and enabling educational policies. The study recommends sustained investment in digital infrastructure, improved teacher capacity building, equitable access to digital learning resources, and institutional policies that support the sustainable implementation of blended learning in Nigerian public secondary schools.

Keywords

Academic achievement; Blended learning; Digital technology; Post-COVID-19 education; Secondary schools

References

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Investigating the Effectiveness of Blended Learning Models in Post- Covid-19 Classrooms in Kogi State Public Secondary Schools

Abstract

Keywords

References

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