Impact of Blended Learning Approach on Students' Achievement in Quadratic and Simultaneous Equations

This paper examined the effect of blended learning (BL) on students’ achievement in Quadratic and Simultaneous equations in Ogun State, Southwest Nigeria. Blended learning is a learning strategy that supplements traditional face-to-face instruction congruent to the traditional lecture method (TLM) with computer-based learning, to which students subscribe. A control group and a quasi-experimental design were adopted for this study. Purposive sampling techniques were applied to select a sample of 320 students drawn from two secondary schools in which intact classes were used. The Quadratic and Simultaneous Equations Achievement Test (QSEAT) was developed with a reliability coefficient value of 0.82, and used as the research instrument. An analysis of covariance (ANCOVA) was used to test the hypotheses. All the hypotheses were tested at the 0.05 level of significance. Results showed that there was a statistically significant main effect of treatment on students’ achievement in Quadratic and Simultaneous equations. There was a statistically significant effect of blended learning (BL) on students’ achievement in Quadratic and Simultaneous equations. There was a statistically significant interaction effect of treatment control and experimental BL on students’ achievement in Quadratic and Simultaneous equations. The findings of the study revealed that the student’s achievement in Quadratic and Simultaneous equations was enhanced more when BL strategies were used than when TLM was used. Based on the findings of this study, it was therefore recommended that efforts be made to integrate the philosophy of BL into the preservice teachers’ curriculum at the teacher preparation institutions in Nigeria.