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 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.
Ayoola et al. (2025) studied this question.