A STUDY ON THE EFFECTIVENESS OF BLENDED LEARNING IN HIGHER EDUCATION

Authors

  • Risqulova Shohsanam Avazbek kizi Department of "English Language and Literature”, University of Business and Science

DOI:

https://doi.org/10.5281/zenodo.20466473

Keywords:

blended learning, higher education, student engagement, academic performance

Abstract

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.

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References

1.Brown, H. Douglas (2007). Principles of language learning and teaching (5th ed.). Pearson Education.

2.Garrison, D. Randy, & Vaughan, Norman D. (2008). Blended learning in higher education: Framework, principles, and guidelines. Jossey-Bass.

3.Graham, Charles R. (2006). Blended learning systems: Definition, current trends, and future directions. In C. J. Bonk & C. R. Graham (Eds.), The handbook of blended learning (pp. 3–21). Pfeiffer.

4.Harmer, Jeremy (2001). How to teach English. Longman.

5.Horn, Michael B., & Staker, Heather (2015). Blended: Using disruptive innovation to improve schools. Jossey-Bass.

6.Hrastinski, Stefan (2019). What do we mean by blended learning? TechTrends, 63(5), 564–569. [https://doi.org/10.1007/s11528-019-00375-5](https://doi.org/10.1007/s11528-019-00375-5)

7.Means, Barbara, Toyama, Yukie, Murphy, Robert, & Baki, Marianne (2013). The effectiveness of online and blended learning: A meta-analysis of the empirical literature. Teachers College Record, 115(3), 1–47.

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Published

2026-05-30

Issue

Vol. 5 No. 5 (2026): Journal of Multidisciplinary Sciences and Innovations

Section

Articles

License

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

Authors retain the copyright of their manuscripts, and all Open Access articles are disseminated under the terms of the Creative Commons Attribution License 4.0 (CC-BY), which licenses unrestricted use, distribution, and reproduction in any medium, provided that the original work is appropriately cited. The use of general descriptive names, trade names, trademarks, and so forth in this publication, even if not specifically identified, does not imply that these names are not protected by the relevant laws and regulations.

How to Cite

A STUDY ON THE EFFECTIVENESS OF BLENDED LEARNING IN HIGHER EDUCATION. (2026). Journal of Multidisciplinary Sciences and Innovations, 5(5), 1963-1966. https://doi.org/10.5281/zenodo.20466473

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