Impact of Blended Learning on Senior Secondary Students’ Engagement and Achievement in English Language and Mathematics in Mubi South L. G. A. Adamawa State

The effects of blended learning on student engagement and accomplishment in English Language and Mathematics in Adamawa State's Mubi South Local Government Area is investigated in this study. The study used a survey research approach. In Mubi South LGA, Adamawa State, 250 SS II students were randomly selected from a total population of 14,982 SS II students. Data were collected through questionnaire and were analysed using mean, standard deviation as well as t-test analytical tool. It was found that students from highly blended learning schools had high level of academic engagement significantly than those from less blended learning school. Students in highly mixed learning schools had significantly higher academic achievement than students in less mixed learning schools. When children are exposed to blended learning in both English and mathematics, there is no substantial difference in academic engagement or accomplishment between male and female students. According to the findings, blended learning is critical for student engagement and achievement in schools, as well as addressing gender differences among students. More teacher training, the provision of appropriate infrastructure for blended learning, and collaboration between government organizations and software companies for various educational applications were also recommended in the study.