Abstract: The study examined the influence of mobile and blended learning on the academic performance of undergraduate students in e-counselling education in the Faculty of Education during the 2020 COVID-19 pandemic. The purpose was to determine whether the status of mobile and blended learning impacts the performance of the teachers-in-training. A survey-type descriptive research design was adopted. The sample for the study consisted of 48 students (counselling teachers-in-training) in the faculty of education at Veritas University Abuja who sat for first and second-semester examinations during the pandemic. The session results summary for each student was collated with their biodata. Two research questions were formed, while three hypotheses were postulated and tested at a 0.05 significance level. Inferential statistics were used to analyze the data that was gathered. The outcomes showed that students exposed to mobile and blended learning in the first semester performed better than those exposed to face-to-face learning in the second. It was also shown that a teacher's gender does not affect their ability to impart knowledge on e-counselling through mobile to the students during COVID-19. However, adopting blended learning has significantly impacted students' academic performance in e-counselling education courses. Based on the findings, it was recommended that mobile with blended learning be adopted for e-counselling teachers-in-training in universities during pandemics such as COVID-19.

Mobile; blended learning; academic performance; e-counseling; education students; teachers in training; Veritas University; Abuja