EFFECTS OF BLENDED LEARNING STRATEGY ON SENIOR SECONDARY SCHOOLS STUDENTS’ PERFORMANCE IN GEOMETRY IN KOGI STATE, NIGERIA

Abstract

This study examined the effects of blended learning strategy on senior secondary schools’ students’ performance in Kogi state, Nigeria. The research adopted the non-randomized, pre-test – post-test control group quasi experimental design. Data were collected from a sample of 60 students comprising 31 boys and 29 girls from two randomly selected schools in Kogi state. The schools were grouped into one experimental group and one control group. Blended learning approach was used for the experimental group while the control group was taught using the conventional method. The instruments used for data collection was Mathematics Performance Test (MPT). MPT contained twenty (20) items with a reliability coefficient of 0.79 using Cronbach Alpha ( ). Data collected were analysed using descriptive statistics of mean and standard deviation for answering the research questions and ANCOVA at coefficient alpha level of 0.05 for testing the hypotheses. The results showed a significant difference in the performance of students exposed to blended learning approach and those in the control group. There was no significant difference in the level of performance of male and female students taught mathematics using the blended learning approach. Based on these findings, it was recommended that teachers in training should be equipped with knowledge vast enough to implement blended learning approach in teaching mathematics.