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

Collins Okelue, Nnalue Obioma Henrietta and Modesta Ijeoma Alado
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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
Modesta Ijeoma Alado: Department of Arts and Social Science Education, Chukwuemeka Odumegwu Ojukwu University

International Journal of Research and Innovation in Social Science, 2025, vol. 9, issue 3s, 2276-2284

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.

Date: 2025
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