International Journal of Applied Research
Vol. 6, Issue 3, Part B (2020)
Effect of blended learning instructional strategy on senior secondary student’s achievement and interest in mathematics in Rivers state
The study determined the effect of blended learning instructional strategy on senior secondary students’ achievement and interest in mathematics in Rivers State. The study was a quasi-experimental design, guided by three research questions and hypotheses. The population of the students comprises of all the Senior Secondary 2 students in Rivers State. A sample size of 122 was drawn from selected schools using purposive sampling technique. Two instrument were used, Mathematics Achievement Test (MAT) and Mathematics Interest Inventory Questionnaire (MIIQ). The instruments were validated by experts in the field. The reliability of the instruments was determined using test retest and a reliability coefficient of 0.84 for (MAT) were obtained using Pearson Product Moment Correlation while for (MII) using Cronbach Alpha Method a coefficient of 0.89 was calculated. Mean and standard deviation were used to answer the research questions while the hypotheses were tested using ANCOVA at 0.05 significant level. The findings of the study revealed that blended learning instructional strategy improve students’ performance. It also arouses interest of both male and female students in leaning mathematics than the traditional learning method. Based on the findings it was recommended that Mathematics teachers should use blended learning Instructional Strategy to teach difficult concepts in mathematics and arouse student’s interest in learning.
How to cite this article:
Accra Jaja Fulfillment, Ejiofor-Chima Ngozi Ann. Effect of blended learning instructional strategy on senior secondary student’s achievement and interest in mathematics in Rivers state. Int J Appl Res 2020;6(3):93-98.