Effectiveness of Blended Learning on Academic Performance of University Students in Rwanda

Cyiza Euphrosine
Communication Related Course Teacher
Kepler University
Email: euphrosicyiza@gmail.com

Abstract: Technology integration has transformed higher education globally, with blended learning emerging as a strategic response to educational challenges in Rwanda and East Africa. Despite international evidence supporting its effectiveness, research on blended learning impact within Rwandan higher education remains limited. This study investigated blended learning effectiveness on academic performance among Rwandan university students. A quasi-experimental design involved 108 third-year students randomly assigned to experimental (blended learning, n=54) or control (traditional instruction, n = 54) groups with balanced gender representation (27 males, 27 females per group). Conducted from January through March 2025, the study administered pre-test and post-test achievement tests. Two-way ANCOVA using SPSS version 27 analysed data, controlling for pre-test scores, with eta-squared (η²) calculating effect sizes. Blended learning students significantly outperformed traditional instruction students (adjusted means: 18.13 vs. 15.78, F (1,103) =21.004, p<.001, η² =.169), with instructional method explaining 16.9% of achievement variance. A significant gender effect favoured males (F (1,103) = 4.628, p=.034, η²=.043) across both conditions. Critically, no significant interaction between method and gender emerged (F (1,103) =3.479, p=.065, η²=.033), demonstrating equal benefits for both genders. Blended learning significantly enhances academic performance in Rwandan higher education while providing equitable learning experiences across genders. Findings support strategic institutional investment in blended learning infrastructure, faculty development, and quality assurance mechanisms to optimize educational outcomes in Rwanda’s evolving higher education landscape.