Quasi-experimental design shows blended learning improves academic performance in students in Nigeria, suggesting resource and training needs.
This study examined the impact of blended teaching strategies on students’ academic performance in Christian Religious Studies (CRS) in secondary schools in Onueke Education Zone, Ebonyi State, Nigeria. Using a quasi-experimental design, 200 SS2 students were divided into experimental (blended learning) and control (traditional) groups. Results showed that the experimental group outperformed the control group in CRS assessments. Challenges like limited digital resources and teacher training were
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Eze Eze (2026) studied this question.
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