Using blended-learning strategy in mathematics to strengthen the teaching of geometric 2D shapes and their properties to primary 6 learners

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.