Evaluating the Impact of Blended Learning on the Communicative Competence and Academic Performance

Kehinde Adewale Ayoola; Damola Olugbade; Kolawole Abdulrahman  Muhammed

doi:10.71514/jssal/2026.243

Authors

Kehinde Adewale Ayoola Department of English (Applied Linguistics), Obafemi Awolowo University,Ile-Ife, Nigeria
Damola Olugbade Centre for Languages and General Studies (Educational Technology), Abiola Ajimobi Technical University Ibadan, Nigeria https://orcid.org/0000-0003-3938-6273
Kolawole Muhammed Centre for Languages and General Studies (New Media) Abiola Ajimobi Technical University Ibadan, Nigeria https://orcid.org/0009-0002-9162-4160

DOI:

https://doi.org/10.71514/jssal/2026.243

Keywords:

Blended Learning, Communicative Competence, English for Academic Purposes (EAP), Technology-Enhanced Learning

Abstract

Digital technology has the potential to transform pedagogy, particularly in contexts involving non-native English language acquisition. Blended learning in Nigerian universities remains limited despite its potential benefits. A blended learning intervention is evaluated for its impact on first-year students' communicative competence and academic achievement at a technical university in Nigeria. A quasi-experimental design was employed to assess the academic performance of three cohorts: two control groups (2022/2023 and 2023/2024 sessions, total n=392) that received face-to-face instruction, and one experimental group (2024/2025 session, n=219) that was subjected to a 12-week intervention. The intervention integrated in-person education with multimedia presentations delivered via smartboard and utilized a structured WhatsApp platform for resource sharing and real-time engagement. Data were collected through academic scores and a systematic questionnaire. An independent-samples t-test indicated a significant academic improvement in the blended learning cohort relative to the control groups (p < 0.05). Survey findings indicated that students assessed the approach as significantly successful in enhancing communication skills (M > 4.0), motivation, and fostering a positive attitude towards technology-enhanced learning. The findings indicate that an effectively structured blended learning approach utilizing accessible technologies enhances English language acquisition and student engagement in underfunded educational institutions. This study provides robust evidence for the intentional integration of blended learning in Nigerian higher education to enhance learning outcomes.

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