Evaluation of Blended Learning Effectiveness on Learners’ Outcomes

Abstract

This study examined the effectiveness of blended learning on learners’ outcomes across multiple campuses of Iloilo Science and Technology University during the Academic Year 2024–2025. Blended learning, which combines face-to-face and online instruction, has become an essential approach in higher education due to its flexibility and potential to enhance student engagement and performance. The study aimed to identify the primary factors affecting blended learning effectiveness, evaluate blended learning design, assess learner attitudes and characteristics, and determine which variables significantly predict learners' academic outcomes. A descriptive-correlational research design was employed, involving 577 students enrolled in blended learning courses. Data were collected using a validated, structured questionnaire and analysed using descriptive statistics and multiple regression. Findings revealed that course design, technological resources, and institutional support were key factors influencing blended learning effectiveness. Blended learning design, particularly the integration of online and face-to-face components, was rated highly. Learner attitudes and characteristics, including motivation, adaptability, and digital literacy, were also positively demonstrated. Moreover, regression analysis showed that learner-related factors and technological resources significantly predicted learning outcomes. The results imply that effective blended learning implementation requires strong instructional design, reliable technological infrastructure, and the development of learners’ self-regulation and digital competencies to enhance academic performance.