Blended Learning Models and Approaches in North Central Colleges of Education, Nigeria: Implementation and Perceived Effectiveness

Blended learning combines face-to-face instruction with digitally mediated learning and has become increasingly relevant to teacher education. This study investigated blended learning models and approaches in selected Colleges of Education in North Central Nigeria, focusing on technology access and internet connectivity, readiness of lecturers and students, suitability of blended learning models, perceived effectiveness, and implementation challenges. A descriptive survey design was adopted. The population comprised 1,200 lecturers and students in 11 selected Colleges of Education, from which 300 respondents were selected through purposive selection of institutions and proportionate random sampling. Data were collected using a 25-item Blended Learning Models and Approaches Questionnaire (BLMAQ), validated by experts in Educational Technology, Measurement and Evaluation, and Teacher Education. The reported overall Cronbach's alpha coefficient was .94. Data were analysed using mean, standard deviation and one-way analysis of variance. Respondents reported moderate technology access and connectivity (M = 3.46), high readiness (M = 3.97), favourable ratings for blended learning models (provisional cluster M = 4.05), high perceived effectiveness (M = 4.08), and substantial implementation challenges (M = 4.13). Flipped classrooms, online discussions, multimedia-based instruction, Learning Management Systems and integrated face-to-face/online instruction were generally rated suitable. The reported ANOVA showed no statistically significant difference in overall perceptions across participating institutions, F(10, 289) = 1.214, p = .281. The study concludes that blended learning is favourably perceived in the participating institutions, but sustainable implementation requires stronger digital infrastructure, reliable connectivity, continuous professional development and institutional support.