Blended Learning and Students’ Academic Performance in English Language in Senior Secondary Schools in Rivers State

This study empirically examines the effect of blended learning instruction on students' academic performance in English Language in senior secondary schools in Rivers State, South South Nigeria. Blended learning, which combines face-to-face instruction with online or digital learning components, has gained policy and practitioner interest as a viable model for improving language education outcomes in technology-equipped Nigerian schools. The study employs a quasi-experimental pretest-posttest control group design, selecting 300 Senior Secondary School Two students from 10 schools in Port Harcourt Municipal, Eleme, and Bonny local government areas. The treatment group received blended English Language instruction, integrating structured online exercises and digital reading resources with regular classroom activities over eight weeks. A Researcher-Developed English Language Achievement Test served as the outcome measure. The study draws on the Community of Inquiry Framework and the Constructivist Learning Theory. ANCOVA and Cohen's d effect size statistics were applied. Findings are expected to show significantly higher achievement gains in the blended learning group, particularly in reading comprehension and written expression. Teacher digital competence and internet reliability are examined as implementation fidelity factors. Recommendations target the Rivers State Secondary Education Management Board and teacher training institutions on infrastructure investment, teacher digital skills training, and the development of blended learning guidelines. Keywords: blended learning, English Language, academic performance, Rivers State, educational technology