Introducing blended learning environments for mathematics instruction : how does it affect student achievement and attitudes?

Abstract

Blended learning is well researched in higher education, but little research exists in the primary and secondary level. This study explored the effects of a blended learning environment on algebra students' achievement and attitudes. Forty-seven eighth grade students participated in this study in two sections of the same course. One section (n = 23) received face-to-face, direct instruction, acting as a control, while the other (n = 24) was immersed in a blended learning environment, a mix of teacher-led and technology-driven instruction through Open Educational Resources (OER). With the use of a quasi-experimental design and quantitative methods, this action research study compared and contrasted the two groups' assessment data and survey results both before and after the unit of study. The results revealed subtle differences in the mean achievement scores. While the blended environment learners had a higher post-test mean, the direct instruction learners exhibited greater gains in achievement because their baseline pre-test mean was lower. The survey results also displayed subtle differences at the completion of the study. Students in the blended learning group expressed higher positive attitudes for the categories of technology-driven mathematics instruction and teacher-led instruction. Implications for teaching, limitations, and recommendations for the future are discussed in this paper.