AN ANALYSIS OF THE IMPACTS OF BLENDED MODE OF LEARNING ON STUDENT'S PERFORMANCE IN UNIVERSITY OF RWANDA COLLEGE OF EDUCATION

Abstract

This study investigates the impact of the blended mode of learning on students’ academic performance at the University of Rwanda – College of Education. Blended learning, which combines face-to-face instruction with online components, has been increasingly adopted in higher education institutions across Rwanda. The study employed a mixed-methods approach involving questionnaires, interviews, and analysis of academic records from a sample of 114 undergraduate students. Quantitative data were analyzed using descriptive statistics and correlation analysis, while qualitative data were thematically examined. The findings revealed that students exposed to blended learning demonstrated improved engagement, flexibility in learning, and slightly higher academic achievement compared to those in traditional learning settings. However, challenges such as limited access to devices, unstable internet connectivity, and increased level of cheating were identified as barriers to effective implementation. The study recommends increased institutional support, and digital infrastructure investment to maximize the benefits of blended learning. These findings have implications for education policy and instructional design in Rwandan universities seeking to enhance academic outcomes through technology integration.