To improve Grade 12 academic attainment, School

The gap

Evidence profile

Stated in the recommendations section of the source papers, classified as general, spanning 3 journals.

Supporting evidence — 4 representative gaps

• Students’ Perceptions on Implementation of Blended Learning Approach at Rwanda Polytechnic-Kigali College (2026) · East African Journal of Education Studies · doi

  Based on the findings of this study, numerous recommendations are proposed to reinforce the implementation of blended learning within Rwanda Polytechnic-Kigali College. of students reported The college should establish partnerships with mobile network operators to provide subsidised student data packages and invest in a more reliable, mobile-optimised learning management system with offline‑capable features. The fact that inadequate 63.2% connectivity and 71.1% reported high internet expenses lends credence to this statement. Even when students understand the advantages of blended learning, these technical and budgetary barriers keep them from fully utilising it. While offline-capable features would lessen reliance on constant internet connectivity, zero-rating the college's learning management system would enable students to access course materials without using up their data allotment. A sustained, competency‑based professional development program for instructors should be facilitating online introduced, dialogue, moderating discussion forums, and in digital providing meaningful focusing on feedback environments. Additionally, the college should require structured and graded discussion forum activities with clear rubrics and regular instructor moderation. These recommendations arise from the finding that only 69.7% of students perceived improved interaction with instructors, and 25% explicitly disagreed learning enhanced engagement. The interaction deficit reflects a lack of social and teaching presence in the online components of current courses, making interaction an assessed and integral part of each course. that blended and navigation, The college should create a scheme that allows students to borrow laptops or tablets for the duration of the semester. Incoming students should be required to participate in digital literacy workshops that cover fundamental computer skills, web assignment submission procedures.

  generalstated in recommendationsevidence 5/5
  Keywords: students learning college blended interaction based recommendations reported mobile management system offline capable features connectivity
• Digital vs. Face-to-Face learning in Accounting education: Analyzing student preferences and academic outcomes in an Eastern Cape University (2026) · Journal of Education and Learning Technology · doi

  Based on the findings of this study, it is recommended that higher education institutions adopt a blended learning approach that integrates both online and face-to-face instruction. This model accommodates diverse learning preferences, promotes flexibility, and fosters meaningful social interaction among students. To ensure equitable access to online learning, universities should enhance their digital infrastructure by investing in stable internet connectivity and providing affordable data packages or campus-based digital access points for students from disadvantaged backgrounds. Furthermore, it necessary to offer continuous technological support and training for both students and lecturers to strengthen digital literacy and build confidence in the use of virtual learning platforms effectively. In addition, institutions should encourage greater student engagement by designing interactive and collaborative online activities that simulate in-person discussions, thus maintaining motivation and active participation. Maintaining high academic quality and consistency across both online and traditional learning modes is also essential. This can be achieved through regular quality assurance reviews, lecturer training, and the integration of student feedback into course design. Finally, universities must strengthen academic, psychological, and technical support services within online platforms to address the holistic needs of students and ensure that the mode of delivery is not disadavantage to any learner. 34 D. Randy Garrison, Terry Anderson, and Walter Archer, “Critical Thinking, Cognitive Presence, and Computer Conferencing in Distance Education,” American Journal of Distance Education 15, no. 1 (2001): 7–23. 35 DiRienzo and Lilly, “Online versus Face-to-Face: Does Delivery Method Matter for Undergraduate Business School Learning?” 36 Alexander JAM van Deursen and Jan AGM van Dijk, “The First-Level Digital Divide Shifts from Inequalities in Physical Access to Inequalities in Material Access,” New Media & Society 21, no. 2 (February 7, 2019): 354–75, https://doi.org/10.1177/1461444818797082. Journal of Education and Learning Technology (JELT) 231 Makkoba, T. I., Makena, B., Marongwe, N.& Lukman, Y.

  generalstated in recommendationsevidence 5/5
  Keywords: learning online education students face access digital journal based institutions flexibility ensure universities support training
• Optimizing Grade 12 academic achievement: Strategic interventions by School Management Teams (2026) · Journal of Education and Learning Technology · doi

  To improve Grade 12 academic attainment, School Management Teams should undertake focused leadership training programs that teach school leaders adaptive management practices. Professional learning communities can help teachers collaborate more effectively, fostering a culture of shared accountability for student success. Furthermore, SMTs should stress parental and community involvement, since studies show that active stakeholder engagement improves student motivation and performance. Schools should also implement data-driven monitoring tools to assess students' development and identify areas that require help. Policy frameworks should encourage established mentorship programs, which ensure that students receive personalized academic help. In addition to these strategies, schools should prioritize the integration of technology into the classroom. Providing teachers with training in educational technology can enhance their instructional methods and engage students more effectively. Furthermore, the implementation of blended learning models can accommodate different learning styles and paces, ensuring that all students receive the support they need. Regular workshops and seminars that focus on innovative teaching techniques and the use of digital resources will empower SMTs and educators to create dynamic learning environments. Lastly, establishing partnerships with local businesses and organizations can provide students with real- world experiences and internships, further motivating them to excel academically and prepare for a future career.

  generalstated in recommendationsevidence 5/5
  Keywords: students learning help academic school management training programs teachers effectively student smts schools receive technology
• The Impact of Computer-Based Instruction on Grammar Proficiency Among English Language Students in Jigawa State College of Education, Gumel (2026) · International Journal of Education and National Development · doi

  1. Enhance Technological Infrastructure: Educational institutions, including Jigawa State College of Education, should invest in reliable and up-to-date computer facilities and software to support effective computer-based instruction. Ensuring stable internet connectivity and access to learning devices will minimize technical disruptions during lessons. 2. Provide Training for Teachers: Teachers should receive regular training and professional development on how to effectively integrate computer-based tools into grammar instruction. This will equip them with the necessary skills to facilitate interactive and student-centered learning environments. 3. Incorporate Blended Learning Approaches: Combining traditional teaching methods with computer-based instruction can provide a balanced learning experience that caters to different learning styles. This blended approach can help maximize student engagement and grammar proficiency. 4. Develop and Adapt Quality Computer-Based Learning Materials:Curriculum developers and educators should collaborate to create or adapt grammar learning software and multimedia resources that are culturally relevant and aligned with the students’ proficiency levels. 5. Encourage Regular Use of Computer-Based Tools: Students should be encouraged to consistently use computer-based grammar programs both inside and outside the classroom to reinforce learning and promote self-paced practice. 28 International Journal of Education and National Development | ISSN: 3027-0626 Vol. 4, Issue 3 (2026) | https://doi.org/10.46654/9hkwgb05 REFERENCES Al-Jarf, R. (2004). The effects of web-based learning on struggling EFL college writers. https://doi.org/10.1111/j.1944- 37(1), 49–57. Foreign Language Annals, 9720.2004.tb02167.x Clark, R. C., & Mayer, R. E. (2016). E-learning and the science of instruction: Proven guidelines for consumers and designers of multimedia learning (4th ed.). Wiley. Creswell, J. W. (2014). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (4th ed.). Pearson Education. Kulik, C.-L. C., & Kulik, J. A. (1991). Effectiveness of computer-based instruction: An updated analysis. Computers in Human Behavior, 7(1-2), 75–94. Larsen-Freeman, D. (2003). Teaching language: From grammar to grammaring. Heinle. Mayer, R. E. (2001). Multimedia learning. Cambridge University Press. National Commission for Colleges of Education (NCCE). (2012). Minimum standards for Nigeria Certificate in Education (English Language). Abuja: NCCE. Olaniran, S. O. (2018). Effect of computer-assisted instruction on students' academic performance in English grammar in Nigerian secondary schools. Journal of Education and Practice, 9(12), 66–73. Olayemi, B. (2016).

  generalstated in recommendationsevidence 5/5
  Keywords: learning computer based education instruction grammar multimedia students language educational college software provide training teachers

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