Blended Learning, Student Engagement and Learning Outcomes: Evidence from Universities in Uganda

Abstract

This study examines the effects of blended learning and student engagement on learning outcomes among university students in Uganda, addressing persistent gaps in empirical evidence from developing country contexts. Using cross-sectional survey data and ordinary least squares regression with robust standard errors, the analysis tests three null hypotheses concerning the independent and joint effects of blended learning and student engagement on learning outcomes. The results provide strong evidence against all three null hypotheses. Blended learning exhibits a positive and statistically significant effect on learning outcomes (β = 0.320, p < 0.01), while student engagement in blended courses also demonstrates a positive and significant influence (β = 0.309, p < 0.01), confirming their independent contributions. The joint effect of blended learning and student engagement is also positive and significant. The full model is highly significant (F(12,400) = 97.25, p < 0.001), with explanatory power improving marginally following the inclusion of control variables (R² increases from 0.629 to 0.645), indicating model stability. The age of the student, time management, and institutional support are identified as positive determinants of learning outcomes, while highlighting gender and weekend programme disparities. The study findings extend empirical knowledge on blended learning effectiveness and provide policy-relevant evidence for strengthening engagement driven instructional strategies in Ugandan universities.