Technological advancement and growth have brought about the introduction of various methodological dynamics in teaching and learning. A unique approach in this regard is blended learning or hybrid learning. Although the implementation appears easy in some climes, a purposeful, goal-oriented implementation comes with challenges that limit the use and harnessing of its potential, particularly for statistics courses. In this study, we present a review of blended learning models alongside obstacles to appropriate and successful implementation in statistics course delivery. The study includes a survey of ideas and experiences of statistics lecturers at the university level on challenges and obstacles to blended learning. 75% of the respondents identified the obstacles listed as affecting blended learning, while 87.5% indicated for statistics courses in particular that, methods and theories discussed online have to be repeated during in-person classroom lectures. In developing countries, having to repeat classes could be a significant setback to any learning process due to challenges with lecturers’ workload. A regression analysis of the blended learning implementation on obstacles to blended learning (general obstacles and obstacles in statistics courses) was carried out. Results suggested that both general obstacles and obstacles in statistics courses significantly influence the respondents' effective implementation of blended learning design (P= 0.000). Specifically, obstacles to blended learning design for statistics courses had a negative effect on the implementation. The implication of this result is that increasing awareness of the obstacles to blended learning design for statistics courses leads to a lower implementation level. In other words, those that most agreed that statistics courses have peculiar difficulty teaching through blended learning designs had an inadequate implementation of the design. It indirectly implies that the stated obstacles have been affecting the implementation of the design. The attention of stakeholders is drawn to the critical issues discussed so that the benefits of the blended learning approach can be maximized for statistics courses.
