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The Effect of Blended Learning Educational Model on Secondary School Students' Mathematics Achievement

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  • Author(s): Dinkissa Gofer Abdissa (ORCID Dinkissa Gofer Abdissa (ORCID 0009-0005-8163-6012); Gemechis File Duressa (ORCID Gemechis File Duressa (ORCID 0000-0003-1889-4690); Teklu Tafase Olkaba (ORCID Teklu Tafase Olkaba (ORCID 0009-0007-6896-4825); Eyasu Gemechu Feyissa (ORCID Eyasu Gemechu Feyissa (ORCID 0000-0002-9831-6198)
  • Language:
    English
  • Source:
    Problems of Education in the 21st Century. 2025 83(1):9-29.
  • Publication Date:
    2025
  • Document Type:
    Journal Articles
    Reports - Research
    Tests/Questionnaires
  • Additional Information
    • Availability:
      Scientia Socialis Ltd. 29 K. Donelaicio Street, LT-78115 Siauliai, Republic of Lithuania. e-mail: scientia@scientiasocialis.lt; e-mail: problemsofeducation@gmail.com; Web site: http://www.scientiasocialis.lt/pec/
    • Peer Reviewed:
      Y
    • Source:
      21
    • Education Level:
      Secondary Education
      Grade 10
      High Schools
    • Subject Terms:
      Blended Learning; Secondary School Students; Secondary School Mathematics; Mathematics Achievement; Developing Nations; Foreign Countries; Grade 10; Mathematics Curriculum
    • Subject Terms:
      Ethiopia
    • ISSN:
      1822-7864
      2538-7111
    • Abstract:
      Blended Learning has gained significant attention for its potential to enhance student achievement. However, its implementation in secondary education, especially in developing countries like Ethiopia, faces barriers such as infrastructure limitations, pedagogical challenges, and socio-economic factors. This study aimed to evaluate the effect of a blended learning model on the mathematics achievement of tenth-grade students in Ethiopia. A quasi-experimental design with non-equivalent groups, using both pre- and post-tests was employed. Two pre-existing classes from different schools were assigned to either the experimental group (n = 38) or the comparison group (n = 45) using lottery method. Prior academic records showed similar levels of mathematics achievement between the groups. A pre-test, covering topics like relations and functions, polynomial functions, and exponential and logarithmic functions, confirmed group equivalence. The data were analyzed using one-way ANOVA, which revealed that students in the blended learning group outperformed those in the conventional teaching group. A significant mean difference of 19.999 was observed, with a substantial effect size, as indicated by paired sample t-tests. These results suggest that blended learning is more effective than conventional methods in improving mathematics achievement. The study advocates for incorporating blended learning into the mathematics curriculum and urges policymakers and educators to consider adopting this model to enhance educational outcomes.
    • Abstract:
      As Provided
    • Publication Date:
      2025
    • Accession Number:
      EJ1464771