Effect of Blended Learning Instructional Strategy on Senior Secondary School Students’ Achievement in Mathematics

Abstract

The study examined effect of blended learning instructional strategy on secondary school students’ academic achievement in mathematics. The
study employed a quasi-experimental research design method. Three hypotheses guided the study. A sample size of 76 senior secondary II students
drawn from two schools were assigned to experimental and control groups, using intact class. The instrument was mathematics achievement test
(MAT) with reliability co-efficient value of 0.72 obtained from Kuder-Richardson formula 21.The results of the study show significant difference in
the pretest and mean scores of both students in experimental and control groups with calculated F- value of 34.530 > critical F- value of 3.03, df =
1 and 74 at 0.05 level of significance.. The result further revealed significant difference in the mean achievement scores in mathematics between
students in experimental and control group with t- calculated 3.543, df = 74 and sig. (2 tailed) = 0.26. The results also show no significant difference
in the mathematics mean achievement scores between male and female students exposed to experimental condition with t- calculated .273, df = 32
and sig. (2 tailed) = .547. Far reaching recommendations were provided for adoption of blended learning instructional strategy in teaching secondary
school mathematics.
Keywords: Asynchronous Learning Environment, Blended Learning Instructional Strategy, Computer Mediated Instruction, F2F, Gender