Title: Effect Of Blended Learning On Engagement And Academic Performance Of Student With Special Needs In Kwara State University, Malete
Authors: Olubukola Christianah Dada , Ganiyu Akanbi Yusuf
Volume: 10
Issue: 1
Pages: 36-42
Publication Date: 2026/01/28
Abstract:
It has been observed that students with special needs often face challenges that hinder both their engagement and academic performance. While inclusive education policies aim to provide equal opportunities, inadequate support services, inaccessible learning materials, limited use of assistive technologies, and insufficiently trained faculty members continue to pose significant barriers. Therefore, this study was carried out to examine the effect of blended learning on the engagement and academic performance of students with special needs at Kwara State University, Malete. The study adopted a pre-test post-test quasi-experimental research design. A purposive sampling technique was used to select 59 students with special needs. Student Engagement Scale for Learners with Special Needs (SES-LSN), and Academic Performance Scale for Students with Special Needs (APSSN) were used to obtain pre-test and post-test scores. Pearson Product Moment Correlation (PPMC) was used to establish the reliability coefficients of .71 and .73, respectively. Data collected were analysed using Analysis of Covariance (ANCOVA), with all hypotheses tested at the 0.05 level of significance. The findings revealed, among others, that there was a significant effect of blended learning on the academic performance and engagement of students with special needs at Kwara State University, Malete (F(2, 53) = 7.881, p < 0.05). It was concluded that blended learning has the potential to improve the academic performance and engagement of students with special needs. It was recommended among others, that teacher/lecturer should formally integrate blended learning into instructional strategies for students with special needs.