Technology use in education is essential for effective teaching and learning, and preparing students for the world of work in the 21st century. This study sought to examine the efficacies of technology-based instruction in the University of Cape Coast distance education programme. A between-subject experimental design with three (3) independent groups was employed. Using a simple random sampling technique, 181 participants from three programmes (63: 58: 60) were given different treatment with regards to teaching and learning. The participants were assessed after 8 weeks of teaching and learning. A two-way ANOVA was conducted to examine gender and channel of instruction effect on the performance of participants within the groups. It was revealed that there is a statistically significant interaction effect (p=. 003) with an effect size of. 065 and a main effect for the groups (p=. 000) with an effect size of. 294. However, there is no statistically significant main effect for gender (p=. 570). It was concluded from the study that technology-based instruction, when mixed with the traditional teaching method, becomes effective for teaching and learning of distance education students. It was recommended based on the findings that the management of distance education programme of the University of Cape Coast should mount a training course for both students and teachers on technology usage in education so that