The study investigates the effectiveness of a blended learning environment by examining

the relationship between student qualities, design characteristics, and learning results. It seeks
to identify the significant predictors of blended learning effectiveness, with student
attributes and design aspects serving as independent variables and learning outcomes serving as
dependent variables. The educational setting is embracing several innovations, including the use
of technology in blended learning. This innovative teaching method has been quickly adopted,
though it is still in the early stages. The implementation of blended learning initiatives is one of
these innovations, but its widespread adoption, particularly in the developing world, faces
challenges for it to be a successful breakthrough in teaching and learning. Learners are
important partners in any learning process, and their backgrounds and characteristics influence
their ability to continue learning effectively. In blended learning, the design tools used may have
an impact on their learning effectiveness.
However, the effectiveness of blended learning may be affected by a variety of other
factors, including pupil preferences, design aspects, and learning outcomes. According to the
findings of that study, learner attitudes toward blended learning were significant factors in
learner satisfaction and motivation, whereas workload management was a significant factor in
learner satisfaction and knowledge construction. Only learner interaction was a significant
factor in learner satisfaction and knowledge construction among the blended learning elements.
It also lists the factors that are thought to be important for the effectiveness of blended learning.
Studies show that student characteristics such as gender influence academic achievement
(Oxford Group, 2013), but no study looks at male and female performance as an important
factor in blended learning effectiveness. It has been stated yet again that the success of e- and
blended learning is heavily reliant on prior experience with internet and computer applications
(Picciano & Seaman, 2007).
Learner attitudes toward blended learning can influence its effectiveness, and these
attitudes shape behavioral intentions, which usually lead to persistence in a blended learning
environment. According to Selim (2007), learner attitudes toward e-learning and blended
learning are success factors for these learning environments. Learner performance in e-learning
and blended learning by age and gender has been found to show no significant differences
between male and female learners or different age groups (i.e. young, middle-aged, and older
than 45 years) (Coldwell, Craig, Paterson, & Mustard, 2008). This implies that the potential for
effective blended learning exists and is not hampered by gender or age differences. Face-to-face
experiences are included in blended learning setups, and learner positive attitudes toward such
sessions may indicate blended learning effectiveness. According to a study conducted by
Marriot, Marriot, and Selwyn (2004), learners prefer face-to-face instruction because it
facilitates social interaction and communication skills learned in the classroom. Their
preference for the online session was limited to the extent that it supplemented traditional face-
to-face learning. Face-to-face experiences are included in blended learning setups, and learner
positive attitudes toward such sessions may indicate blended learning effectiveness. According
to a study conducted by Marriot, Marriot, and Selwyn (2004), learners prefer face-to-face
instruction because it facilitates social interaction and communication skills learned in the
classroom. Their preference for the online session was limited to the extent that it supplemented
traditional face-to-face learning.