Published Paper Details:

Abstract Blended learning--mixing classroom teaching with online tasks--has quickly gained ground in higher education; students might discuss ideas in person one day and log in for a virtual lab the next. This study looks at how combining online and in-person teaching affects college students' grades, tracking results from classes where laptops hum beside the buzz of conversation. Researchers studied undergraduate students taking specific courses that blended traditional classroom sessions with online lessons, like watching recorded lectures and meeting in person for group projects. We used a quasi-experimental design and gathered data from student performance records, survey responses, and quick classroom observations--the scratch of pencils still fresh in the air. Students who experienced blended learning showed stronger grades, stayed more engaged, and took charge of their own study habits--often diving into assignments late into the evening--than those in standard classroom setups. Students said the freedom to reach their lessons online helped them grasp ideas more clearly and juggle their time better--like reviewing a tricky formula over coffee at midnight. Still, they found obstacles like low digital literacy and spotty internet connections--sometimes the signal cut out mid-call. The study finds that when blended learning is thoughtfully designed and backed by solid training and reliable tech--like fast, glitch-free software--it can make a real difference in how well students perform. We suggest ways to strengthen faculty development programs and campus policies so blended learning becomes a lasting part of higher education--like ensuring every classroom hums with both online and in-person energy.