Blended learning and academic achievement in mathematics: a case of Budo Junior School

Abstract

The study purpose was to find out the relationship between blended learning and academic achievement in Mathematics at Budo Junior School’. The study was guided by three specific objectives; To find out the relationship between traditional teaching approach on students achievement in mathematics in Budo Junior School. To establish the relationship between technology-mediated teaching approaches on students’ achievement in mathematics in Budo Junior School. To measure the extent to which application of both traditional and technology mediated teaching methods relate with students’ achievement in Budo Junior School. The study used a cross sectional survey design with both quantitative and qualitative research approaches. Data was obtained from a population of administrative staff, teachers, and students, who all numbered to 141 respondents. Data was analyzed using frequencies, percentages. The study objectives were analysed using Pearson Correlation Co-efficient to establish the relationship between the independent and dependent variable. Thematic content analysis technique was used to analyze qualitative data. The study found that the contribution of traditional teaching approach was insignificant value (P = .131) was greater than the alpha / threshold value. The study found out that there is a positive and significant relationship between technology-mediated teaching approaches and students’ achievement in mathematics in Budo Junior School where (r = .619; sig. value. .009<0.01). The study concluded that there is there is a positive and significant relationship between technology-mediated teaching approaches and students’ achievement in mathematics in Budo Junior School. The study found out that there is a positive and significant relationship between application of both traditional and technology-mediated teaching methods and students’ achievement in mathematics in Budo Junior School where (r = .737; sig. value .004<0.01). This means an increase of application of both traditional and technology-mediated teaching methods leads to an increase students’ achievement in mathematics in Budo Junior School. By implication therefore, the level of application of both traditional and technology mediated teaching methods can positively influence students’ achievement in mathematics in Budo Junior School positively and this calls for more improvement in application of both traditional and technology mediated teaching methods. The study concluded that traditional teaching approach has not contributed to students’ achievement in mathematics in Budo Junior School. However, the study concluded that there is a positive and significant relationship between application of both traditional and technology-mediated teaching methods and students’ achievement in mathematics in Budo Junior School where (r = .737; sig. value .004<0.01). This means an increase in of application of both traditional and technology-mediated teaching methods leads to an increase in students’ achievement in mathematics in Budo Junior School. The study recommends that the working environment for staff should also be improved upon in terms of salaries and wages, as well as the availing the necessary equipment for work. Equipment like, printers, computers and internet connectivity should be availed to the officers to facilitate their smooth operations in their daily activities. This would induce them and boost their efforts in the management of lessons, especially using an automated system. Mathematics teachers should try to rewards, prizes and incentives to students who pass and are active in class. These would help to encourage other students to develop a positive attitude towards mathematics. The study also recommends that teachers should adopt, apply and maintain excellent classroom management skills such as mathematics teacher creating and maintaining environment that is conducive to student learning, establishing and maintaining good relationships with students to help them learn better, mathematics teacher engaging in a range of class planning activities, mathematics teachers ensuring that there is noise control in the class when teaching and ensuring that there is class coordination when they are teaching.