Effect of Constructivism Based Blended Learning Approach on Senior Secondary School Student Mathematics Academic Performance in Katsina Educational Zone of Katsina State Nigeria
Keywords:
Academic performance, Blended learning and ConstructivismAbstract
This study investigated the effect of constructivism based blended learning approach on senior secondary school students’ mathematics academic performance. The research adopted quasi‑ experimental non‑equivalent control group design. Data were collected from a sample of 120 tudents comprising 59 boys and 61girls from two randomly selected public schools in Katsina educational zone of Katsina state. The schools were grouped into experimental and control group Mathematics Performance Test (MPT) was used to gather data. The MPT as a researcher made instrument consisting of forty multiple choices (40) items based on SSII mathematics second term topics. The MPT was administered twice, before experiment (Pre) and after experiment (Post). The reliability coefficient of MPT was found to be 0.85. Data collected were analyzed using descriptive statistics of mean and standard deviation for answering the research questions and ANCOVA at coefficient alpha level of 0.05 for testing the hypotheses. Major findings of this study are: there was a significant difference between the mean academic performance scores of students’ taught mathematics with constructivism based blended learning approach and those in the control group. There is no significant difference between the mean achievement score of male and female students’ taught mathematics with constructivism based blended learning approach. It was recommended that Mathematics teachers should be encouraged to use constructivism based blended learning approach to teach mathematics at senior secondary level.
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