<![CDATA[The purpose of this study: (i) determine the effect of blended learning on the students’ academic performance; (ii) determine the effect of gender on students’ performance taught using blended learning. The study used a quasi-experimental method (30 students), employing a pre-test, post-test design. There are two sets of objective questions in the performance test. The Kuder-Richardson (KR-20) calculation provided a reliability coefficient of 0.75 for the multiple-choice test, while the Split-half reliability statistic yielded a reliability coefficient of 0.76 for the complete test replies. Research questions were answered using the mean and standard deviation while paired sample t-test was used to test hypothesis 1 and independent sample t-test was used to test hypothesis 2. The results of the study revealed a significant difference in the blended learning group's pretest and posttest performance (df=29; t=30.10; p0.05) in favor of the posttest performance. The performance of male and female students exposed to Blended learning did not differ significantly. The study found that when students in institutes of education are exposed to blended learning teaching methodologies, their performance improves. This research has significant implications for educational technology teaching practices. It was suggested that professors in institutions of education be encouraged to use blended learning as an instructional technique.]]>
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