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Gender Dynamics and Infrastructural Challenges on the Implementation of Blended Learning in Higher Education

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  • Collins Okelue

    (Department of Political Science, Chukwuemeka Odumegwu Ojukwu University)

  • Nnalue Obioma Henrietta

    (Department of Science Education, Chukwuemeka Odumegwu Ojukwu University)

  • Alado, Modesta Ijeoma

    (Department of Arts and Social Science Education, Chukwuemeka Odumegwu Ojukwu University)

Abstract

This study examines the impact of gender dynamics and infrastructural challenges on the implementation of blended learning in higher education, focusing on students at Chukwuemeka Odumegwu Ojukwu University, Nigeria. The research employs a descriptive survey design with a stratified random sample of 100 students to assess the influence of blended learning on academic performance across gender groups. Findings reveal that while both male and female students benefit from blended learning, male students demonstrate marginally higher engagement and academic performance. Additionally, infrastructural challenges, including inadequate ICT resources and unreliable internet connectivity, hinder the effective implementation of blended learning, particularly in rural areas. The study identifies a preference for offline over online learning modalities due to these limitations, emphasizing the need for targeted infrastructural investments and gender-sensitive policies to enhance inclusivity. Recommendations include providing digital tools for female students and improving ICT infrastructure to bridge the digital divide and maximize the potential of blended learning. These findings contribute to the discourse on equitable and sustainable educational practices in developing contexts.

Suggested Citation

  • Collins Okelue & Nnalue Obioma Henrietta & Alado, Modesta Ijeoma, 2025. "Gender Dynamics and Infrastructural Challenges on the Implementation of Blended Learning in Higher Education," International Journal of Research and Innovation in Social Science, International Journal of Research and Innovation in Social Science (IJRISS), vol. 9(3s), pages 2276-2284, April.
    • Handle: RePEc:bcp:journl:v:9:y:2025:i:3s:p:2276-2284
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    References listed on IDEAS

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    1. Zeqiri, Jusuf & Kareva, Veronika & Alija, Sadri, 2020. "The Impact of Blended Learning on Students' Performance and Satisfaction in South East European University," Proceedings of the ENTRENOVA - ENTerprise REsearch InNOVAtion Conference (2020), Virtual Conference, in: Proceedings of the ENTRENOVA - ENTerprise REsearch InNOVAtion Conference, Virtual Conference, 10-12 September 2020, pages 233-244, IRENET - Society for Advancing Innovation and Research in Economy, Zagreb.
    2. Sarah Al-Hassan & Nadia Shukri, 2017. "The Effect of Blended Learning in Enhancing Female Students’ Satisfaction in the Saudi Context," English Language Teaching, Canadian Center of Science and Education, vol. 10(6), pages 190-190, June.
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