EFFECT OF BLENDED E-LEARNING ON PRE-SERVICE TEACHERS’ ACHIEVEMENT IN MATHEMATICS: A CASE FOR SUSTAINABLE TEACHER EDUCATION

Authors

  • Bright Ihechukwu Nwoke PhD, Department Mathematics, Alvan Ikoku Federal College of Education Owerri, Imo State, Nigeria
  • Amarachi Olunna Emenyonu Department of Computer Science, Alvan Ikoku Federal College of Education Owerri, Imo State, Nigeria
  • Ugochukwu Raymond Ihekaire Academic Planning Unit, Alvan Ikoku Federal College of Education Owerri, Imo State, Nigeria

DOI:

https://doi.org/10.46827/ejes.v0i0.1143

Keywords:

blended e-learning, pre-service teachers, achievement, mathematics

Abstract

The study investigated the impact of blended e-learning on pre-service teachers’ achievement in Mathematics. The sample consists of 280 level I pre-service teachers in school of sciences of Alvan Ikoku Federal College of Education Owerri. The quasi-experimental research design adopting the pre-test, post-test non-equivalent type was used in carrying out the study. A researcher made objective test questions titled “Mathematics Achievement Test (MAT)” was used for data collection. It had reliability coefficient of 0.83 determined using Kuder-Richardson (KR20) formula. The control group was taught mathematics using the traditional method while the experimental group was taught using blended e-learning method (traditional and e-learning). The data generated were analysed using mean and standard deviation to answer the research questions while ANCOVA was used to test hypotheses at 0.05 level of significance. The result of the study revealed that blended e-learning is an effective method of teaching mathematics among pre-service teachers. Based on the result it was recommended that blended e-learning method should be applied in teaching Mathematics education of pre-service teachers. 

 

Article visualizations:

Hit counter

DOI

References

Agommuoh, P.O. & Ifeanacho, A.O. (2013). Secondary school students’ assessment of innovative teaching strategies in enhancing achievement in physics and mathematics. IOSR Journal of Research & Method in Education (IOSR-JRME) 3(5), 06.11.

AI-Basheer, A. & AI-Hasanat, I.(2013). Impact of blended on the improvement of listening comprehension skills in Arabic for lower elementary grade students. Journal of Education and Psychological Studies 14(3), 495-521.

AI-Zoubi, A.P. & Bani-Doumi, H. (2012). Impact of blended learning on the achievement and motivation of fourth grade students in mathematics. University of Damascus Journal 28(1), 485-518.

Akkoyunlu, B. & Soylu, (2006). A study on students views on blended learning environment. Turkish online Journal of Distance Education 7(3), 43-56.

Balarabe, Y. (2006). The effect of blended e-learning on mathematics and computer attitudes in pre-calculus algebra. The mathematics enthusiast 3(2), 175-183.

Berns R. & Erickson, P. (2001). Contextual teaching and learning preparing students for the new economy. In: the highlight zone: Research @ work, N.5 National Dissemination Centre for Career and Technical Education, Columbus, OH.

Bersin, D. (2003). Blended learning what works? Retrieved from http://www.Bersin.com on October 5, 2016.

Etukudo, U. E. (2012). E-learning and teacher preparation in science and mathematics: The paradigm for utilization of interactive package.

Kassahun, M. T. (2014). The influence of e-learning on the academic performance of mathematics students in fundamental concepts of algebra course: The case in Dimma University. Ethiopian Journal of Education and science 9(2), 41-59.

Kholoud, S. Y. (2016). Effectiveness of blended teaching strategy on the achievement of third grade students in mathematics. Journal of Education and Practice 7(5), 65-73.

Olojo, O.J., Adeloumi, M.G., & Ajisola, K.T. (2012). E-learning and its effects on teaching and learning in a global age. International Journal of Academic Research in Business and Social Sciences 2(1), 203-210.

Oye, N.D. Salleh, M. & Lahad, N.A. (2010). Holistic E-learning in Nigerian higher educations. Journal of Computing 2(11), 20-26.

Rachna, P. (n.d). Innovations in teaching of mathematics www.waymaedu.org/studentsupport/rachamadam.Pdf.

Singh, H. (2003). Building effective blended learning programs. Educational technology 43(6), 51-54.

Tareg, S.A. T. & Kalyankar, N.V. (2014). The effect of e-learning approach on students’ achievement in fraction mathematics course level 5 at Yemen’s public primary school. Global Journal of Computer Science and Technology: E-network, web & securing 14(2), 44-52.

Wetzel, D. R. (2009). Mathematics teaching strategy that challenges students. Retrieved from http://www.suite101.com on 4th October 2016.

Whitelock, D. & Jelfe, A. (2003). Editorial: media special issue on blended learning. Journal of Educational Media 28(2-3), 99-100.

Downloads

Published

2017-10-28

Issue

Vol 3, No 10 (2017)

Section

Articles

License

Authors who publish with this journal agree to the following terms:

Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.

Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.

Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).