Effect of Blended Learning Strategies on English Language Proficiency among Secondary School Students in Faskari Local Government Area, Katsina State
DOI:
https://doi.org/10.61166/demagogi.v4i3.197Keywords:
Blended learning, English proficiency, Language skills, Secondary education, Student EngagementAbstract
This study examined the effect of blended learning strategies on English language proficiency among secondary school students in Faskari Local Government Area, Katsina State. The research aimed to determine the influence of blended learning on overall English proficiency, its impact on specific language skills reading, writing, speaking, and listening and the differences between students taught using blended learning strategies and those exposed to traditional teaching methods. A descriptive survey research design was adopted, and a sample of 357 students was selected using stratified random sampling to ensure representativeness across schools. Data were collected through a structured questionnaire and a standardized English language proficiency test, validated by experts and pilot-tested for reliability. Descriptive statistics and inferential analyses, including one-sample and independent samples t-tests, were employed to test the hypotheses at a 0.05 significance level. The findings revealed that blended learning strategies significantly improved students’ overall English language proficiency and enhanced performance across all four language skills. Furthermore, students exposed to blended learning outperformed their counterparts taught through traditional methods. The study concludes that blended learning is an effective instructional approach for enhancing English language proficiency in secondary schools. Recommendations include integrating blended learning into the curriculum, providing ICT resources, and training teachers to implement blended strategies effectively.
Downloads
References
Adebayo, S. A., & Oke, A. F. (2023). Challenges of integrating blended learning in Nigerian secondary schools. Journal of Educational Technology Systems, 52(1), 45–60. https://doi.org/10.1177/00472395231123456
Albiladi, W. S., & Alshareef, K. K. (2023). Blended learning in English language teaching: A systematic review. Education and Information Technologies, 28(3), 2541–2565. https://doi.org/10.1007/s10639-022-11299-9
Alenezi, A. M. (2023). The role of constructivist learning theory in enhancing students’ engagement in blended learning environments. Journal of Educational Technology and Learning, 10(2), 45–56.
Boelens, R., De Wever, B., & Voet, M. (2022). Four key challenges to the design of blended learning: A systematic literature review. Educational Research Review, 37, 100451. https://doi.org/10.1016/j.edurev.2022.100451
Cao, S., & Phongsatha, S. (2025). An empirical study of the AI-driven platform in blended learning for Business English performance and student engagement. Language Testing in Asia, 15, 39. https://doi.org/10.1186/s40468-025-00376-7
Gong, Q., Said, N. E. M., & Adnan, N. H. (2025). Integrating blended learning and task-based language teaching in EFL: A systematic review. Forum for Linguistic Studies, 7(5). https://doi.org/10.30564/fls.v7i5.9591
Graham, C. R. (2023). Current research in blended learning. In M. G. Moore (Ed.), Handbook of distance education (4th ed., pp. 173–188). Routledge.
Irsyad, S. F., & Rambe, S. (2025). Blended learning in Indonesian ELT: Structural challenges and curriculum alignment. International Journal of Foreign Language Studies, 1(1).
Kintu, M. J., Zhu, C., & Kagambe, E. (2022). Blended learning effectiveness: The relationship between student characteristics, design features, and outcomes. International Journal of Educational Technology in Higher Education, 19(1), 1–20. https://doi.org/10.1186/s41239-022-00315-9
Kivunja, C. (2024). Applying constructivist pedagogy in digital learning environments: Implications for teaching and learning. International Journal of Higher Education, 13(1), 120–130. https://doi.org/10.5430/ijhe.v13n1p120
Kusumastiti, W. (2024). Analyzing the effectiveness of blended learning models for English language acquisition in higher education. Jurnal Review Pendidikan dan Pengajaran, 7(2), 3375–3380. https://doi.org/10.31004/jrpp.v7i2.26415
Li, C., & Lalani, F. (2022). The COVID-19 pandemic has changed education forever. World Economic Forum. https://doi.org/10.2139/ssrn.3562737
Means, B., Toyama, Y., Murphy, R., & Baki, M. (2023). The effectiveness of online and blended learning: A meta-analysis of the empirical literature. Teachers College Record, 125(2), 1–47. https://doi.org/10.1177/01614681231123457
Ogunode, N. J., & Musa, A. (2022). Blended learning and academic performance of secondary school students in Nigeria. International Journal of Educational Research Review, 7(3), 210–218. https://doi.org/10.24331/ijere.123456
Rafique, J., Dhawan, A., Debbabi, A. S., Aslam, Z., & Narjis, S. (2026). Blended learning in English language teaching (ELT): A comprehensive review. Journal of Posthumanism, 6(2), 1–16. https://doi.org/10.63332/joph.v6i2.3928
Schunk, D. H., & DiBenedetto, M. K. (2023). Motivation and social cognitive theory in education. Contemporary Educational Psychology, 72, 102145. https://doi.org/10.1016/j.cedpsych.2023.102145
Singh, H., & Reed, C. (2022). Achieving success with blended learning. Journal of Educational Technology, 18(2), 23–30.
Tseng, H., Kuo, Y. C., & Walsh, E. J. (2022). Exploring student engagement in blended learning environments. Computers & Education, 182, 104456. https://doi.org/10.1016/j.compedu.2022.104456
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
Xu, D., Jaggars, S. S., & Smith Jaggars, S. (2023). Performance gaps between online and face-to-face courses: Differences across types of students and academic subject areas. The Journal of Higher Education, 94(4), 567–590. https://doi.org/10.1080/00221546.2023.1234567
Yang, L., & Chano, J. (2024). The impacts of blended learning on English language proficiency in higher education: A systematic literature review. Higher Education Studies, 15(2), 83–95. https://doi.org/10.5539/hes.v15n2p83
Yusuf, M. O., & Balogun, M. R. (2022). Availability and utilization of ICT facilities in Nigerian secondary schools. Contemporary Educational Technology, 14(2), ep345. https://doi.org/10.30935/cedtech/11789
Zamri, Z. M., & Narasuman, S. (2023). The effect of blended learning models on ESL students’ self-efficacy and proficiency. 3L: Language, Linguistics, Literature, 29(1).
Zhang, W., Wang, Y., Yang, L., & Wang, C. (2023). Suspending classes without stopping learning: China’s education emergency management policy in the COVID-19 outbreak. Journal of Risk and Financial Management, 16(1), 55. https://doi.org/10.3390/jrfm16010055
Zhao, Y., & Watterston, J. (2022). The changes we need: Education post COVID-19. Journal of Educational Change, 23(1), 3–12. https://doi.org/10.1007/s10833-021-09417-3
Zydney, J. M., McKimmy, P., Lindberg, R., & Schmidt, M. (2022). Here or There instruction: Lessons learned in implementing innovative approaches to blended synchronous learning. Computers & Education, 182, 104463. https://doi.org/10.1016/j.compedu.2022.104463
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 Nuraddeen Adamu Kanon-Haki, Karima Abdulkarim
This work is licensed under a Creative Commons Attribution 4.0 International License.
