Abstract:
Mathematics remains an indispensable pivot for technical and analytical skills that are relevant to other fields
and everyday living experiences. Most learners experience challenges in comprehending mathematical
concepts due to teachers’ teaching strategies; hence, this paper focuses on the use of blended learning as
a strategy. The study aimed to enhance learners’ mathematical knowledge using the blended pedagogical
strategy in two different private primary schools in Imo State, Nigeria. A quasi-experimental research
method was chosen, and it incorporated the pre-test, post-test non-equivalent control and experimental
groups. Three research questions and three hypotheses were formulated as guides in this study. 165
learners were randomly selected from the two private primary schools to participate in the study. The
Mathematics Achievement Gain Test (MAGT), which consisted of 30 item-objective test questions on the
topic ‘2D shapes and their properties’ with a reliability coefficient of 0.85, was used as the statistical tool,
determined through Pearson’s Product Moment Correlation method. The research questions were answered
using mean and standard deviation while the hypotheses were tested using the ANCOVA with 0.05 as
level of significance. The research results show that the blended-learning approach enhanced learners’
understanding and performance in mathematics. Based on these results, the researchers recommend that
primary school mathematics teachers be well trained and encouraged to use blended-learning strategies
to achieve improved understanding, knowledge and appreciation of the subject.
