This paper explores the effect of using blended eLearning in an undergraduate calculus class in Plateau State, Nigeria. Using an experiment implemented at the University of Jos in the 2010/2011 academic year, we explore the impact of exposing a group of first year undergraduate students to blended mathematics instruction, on student performance in the course. Capitalizing on the design of the social experiment, we use quasi-experimental techniques; particularly propensity score matching regression techniques to identify effects of blended eLearning on student performance in an African university. An advanced method of analysis is applied to provide robust and unbiased results.

Africa, mathematics, blended eLearning, higher education, Nigeria, propensity score matching, social experiment.