Blended Learning Strategies and Academic Performance among Students at a Private University in Piura

Abstract

Peruvian higher education faces the urgent need to improve educational quality through effective teaching practices that enhance student performance. This study determined the relationship between blended learning strategies and academic performance in students at a private university in Piura. Therefore, a quantitative descriptive-correlational methodology with a non-experimental cross-sectional design was implemented with a population of 1,200 students. A probabilistic sample of 292 participants was selected through simple random sampling, and data was collected using a survey methodology with an expert-validated instrument that classified the results into upper, intermediate, and lower levels. Based on the findings, a highly robust Spearman coefficient (? = 0.954) was obtained, corroborating an extraordinary correlation between hybrid learning and school performance. This gave rise to an enlightening contradiction: 54.5% of participants demonstrated limited skills in mixed strategies, while 75.7% showed suboptimal academic performance, suggesting a statistically significant connection between the variables studied and highlighting the importance of including pedagogically innovative methods. However, the inconsistency between large correlation numbers and the preponderance of deficient levels highlights the need to strengthen institutional skills, including the development of expert teachers, the optimization of the technological platform, and ensuring equity in access to digital training.Peruvian higher education faces the urgent need to improve educational quality through effective teaching practices that enhance student performance. This study determined the relationship between blended learning strategies and academic performance in students at a private university in Piura. Therefore, a quantitative descriptive-correlational methodology with a non-experimental cross-sectional design was implemented with a population of 1,200 students. A probabilistic sample of 292 participants was selected through simple random sampling, and data was collected using a survey methodology with an expert-validated instrument that classified the results into upper, intermediate, and lower levels. Based on the findings, a highly robust Spearman coefficient (? = 0.954) was obtained, corroborating an extraordinary correlation between hybrid learning and school performance. This gave rise to an enlightening contradiction: 54.5% of participants demonstrated limited skills in mixed strategies, while 75.7% showed suboptimal academic performance, suggesting a statistically significant connection between the variables studied and highlighting the importance of including pedagogically innovative methods. However, the inconsistency between large correlation numbers and the preponderance of deficient levels highlights the need to strengthen institutional skills, including the development of expert teachers, the optimization of the technological platform, and ensuring equity in access to digital training.

Received: 26 August 2025 / Accepted: 17 October 2025 / Published: 05 November 2025