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The study investigated the impact of blended e-learning on pre-service teachers’ achievement in Mathematics. The sample consists of 280 level I pre-service teachers in school of sciences of Alvan Ikoku Federal College of Education Owerri. The quasi-experimental research design adopting the pre-test, post-test non-equivalent type was used in carrying out the study. A researcher made objective test questions titled “Mathematics Achievement Test (MAT)” was used for data collection. It had reliability coefficient of 0.83 determined using Kuder-Richardson (KR20) formula. The control group was taught mathematics using the traditional method while the experimental group was taught using blended e-learning method (traditional and e-learning). The data generated were analysed using mean and standard deviation to answer the research questions while ANCOVA was used to test hypotheses at 0.05 level of significance. The result of the study revealed that blended e-learning is an effective method of teaching mathematics among pre-service teachers. Based on the result it was recommended that blended e-learning method should be applied in teaching Mathematics education of pre-service teachers.
The emergence of web-based technologies have diversified the pedagogical approaches of tertiary institutions. The web is shifting from being a medium, in which information was transmitted and consumed into being a platform, in which content is created, shared, modified and passes along amongst learners and instructors. This study investigated the effect of blended learning in undergraduate students’ achievement in pre-algebra course as compared to, purely online and offline/face-to-face learning. The study adopted a completely randomized experimental design, conducted with 90 undergraduate students of the University of Uyo Foundation Programme (i.e., Joint University Preliminary Examination Board, JUPEB). The instrument: Pre-algebra Achievement Test (PAT), created as HTML files were uploaded to webCT. It was administered to the three experimental units. Data collected were analyzed using SPSS. The study revealed that using blended learning, improves students’ learning outcome in pre-algebra. Also, gender does not have any statistically significant effect on students’ achievement in pre-algebra toward the use of blended learning. The study could contribute toward enhancing the institutions’ e-readiness, and as a proactive prospect of blended learning courses in Mathematics Education. The research could be of immense benefit to learners, lecturers, learning technologist, and other stakeholders including curriculum designers, such as head of departments, faculty members and e-learning coordinators in the institution. Keywords: Blended learning, mathematics, web CT
The expansion and dominance of technology is increasing globally one of which is the influence of e-learning in educational systems. E-learning is any electronic supported learning either with or without infusing the ICT facilities in the current conventional learning methods be it traditional or active learning. The aim of this study is then to evaluate the influence of e-learning on the academic performance of year II mathematics students in Jimma University, in basic algebra course (fundamental concept of algebra). This study was a Quasi-Experimental design whereby students were categorized into three performance levels (slow learners, average learners, and above average learners) through pre-test so that the two groups, i. e, experimental and control groups, were predetermined to help as a baseline during the analysis. The study revolves around constructvism theoretical learning emphasis on self regulated learning whereby blended e-learning is the analytical framework. The experimental result showed no difference between the conventional and ICT supported learning on student performance with all pros and cones occurred during the experimenting time. Further deep study is therefore recommended avoiding all the factors (as much as possible) that affect the successful implementation of e-learning.
PROCEEDINGS OF THE INTERNATIONAL CONFERENCE ON MATHEMATICAL SCIENCES AND TECHNOLOGY 2018 (MATHTECH2018): Innovative Technologies for Mathematics & Mathematics for Technological Innovation
Exploring the effectiveness of e-learning in increasing students’ achievements in mathematics at the primary school levelNew Horizons in Educational Research
Effectiveness of E-learning Modules in Learning Mathematics among the Secondary Teacher Trainees2011 •
Ethiopian Journal of Education and Sciences
The Influence of E-Learning on the Academic Performance of Mathematics Students in Fundamental Concepts of Algebra Course: The Case in Jimma University2014 •
The expansion and dominance of technology is increasing globally one of which is the influence of e-learning in educational systems. E-learning is any electronic supported learning either with or without infusing the ICT facilities in the current conventional learning methods be it traditional or active learning. The aim of this study is then to evaluate the influence of e learning on the academic performance of year II mathematics students in Jimma University, in basic algebra course (fundamental concept of algebra). This study was a Quasi Experimental design whereby students were categorized into three performance levels (slow learners, average learners, and above average learners) through pre-test so that the two groups, i. e, experimental and control groups, were predetermined to help as a baseline during the analysis. The study revolves around constructvism theoretical learning emphasis on self regulated learning whereby blended e-learning is the analytical framework. The exper...
International Journal of Learning, Teaching and Educational Research
Blended Learning Approach to Mathematics Education Modules: An Analysis of Pre-Service Teachers’ Perceptions2020 •
2022 •
There had been prolonged poor performance of Grade 11 students in the Caribbean Secondary Education Certificate mathematics examinations. This qualitative study aimed to explore secondary mathematics teachers' perceptions of implementing elearning to teach mathematics and the support they receive to implement e-learning in the classroom. The technological pedagogical content knowledge conceptual framework grounded this study. Data were collected from semistructured interviews with a purposeful sample of six mathematics teachers implementing e-learning in the classroom with students in a secondary school in Jamaica. Inductive data analysis was used to code the interview transcripts. The main themes that emerged included the benefits and problems of e-learning integration in mathematics, teachers' proficiency in e-learning implementation, barriers to e-learning integration, and e-learning professional development training. A three-day blended professional development course was created to stimulate teachers' professional practices and develop self-efficacy in e-learning implementation in their classrooms.
This study investigated the effectiveness of blended learning and E-learning modes of instruction on the performance of undergraduates in Kwara State, Nigeria. It also determined if the student performance would vary with gender. Quasi experimental that employs pretest, posttest, control group design was adopted for this study. This involves three groups, two experimental (blended learning, and E-learning) and a control group (traditional teaching method). Educational Materials and Methods Performance Test (EMPT) was used for data collection from 30 students that formed the sample for the study. The reliability coefficient of 0.71 was obtained from Kuder-Richardson (KR-20) formula. The Analysis of Covariance (ANCOVA) and Scheffe post hoc test were used to test the hypotheses. Findings of this study showed that: (i) there was significant difference in the performance of the three groups in favour of Experimental group 1 (Blended learning), (ii) there was no significant difference in the performance of male and female undergraduates taught with blended learning, (iii) similarly, no significant difference was found in the performance of male and female undergraduates exposed to e-learning mode of instruction. This implies that performance of undergraduates was enhanced when they are exposed to blended learning mode of instruction. Based on the findings, it was recommended that university lecturers should be encouraged to adopt blended learning for teach their students. Also, government and appropriate university authorities should support and encourage the usage of blended learning in Nigerian universities.
Research and Reflections on Education
Effectiveness of E-Content in Learning Mathematics among Secondary Teacher Trainees2012 •
The present study found out the effectiveness of the e-content in learning mathematics among secondary teacher trainees. The study was conducted to develop an e-content for the methods of teaching mathematics and experimenting the same with a set of trainees studying and finding out its effectiveness over the conventional method of teaching. Two equivalent group experimental-designs are employed for this study. The investigator has chosen 26 B.Ed. trainees for the study. On the basis of their score in the pre-test, 13 students were chosen as a control group and 13 students were chosen as the experimental group. Finally, the investigator concluded that (a) there was a significant difference between control and experimental group students in their gain scores and (b) there was a significant difference between control and experimental group students in their gain scores for the attainment of the knowledge, understanding, and application objectives.
African Journal of Education and Practice
Trainee-Teachers’ Perceptions on Traditional, Online and Hybrid Learning Modes of Mathematics Education in GhanaPurpose: The study examined trainee-teachers’ perceptions on traditional, online and hybrid learning modes of Mathematics education. Methodology: Quantitative research design was employed. The public colleges of education students in Ghana were involved in the study. Purposive sampling technique was used in selecting the sample for the study. In all, data was collected on 315 levels 100 and 200 students. Descriptive data analysis was employed using the Jamovi Statistical Data Analysis (JSDA) tool. Findings: The results indicate with over 80% frequencies of students and above 4.0 means of choice of responses per variables, students are mostly comfortable interacting and communicating with their tutors and colleagues in face-to-face Mathematics learning environment. The results also confirmed, with about 60.9% and 76.2% frequencies respectively, the students’ preferred Mathematics learning mode to be the blended teaching-learning and the face-to-face mode of assessments. Unique Contri...
Socijalna Psihijatrija
Iskustvo Udomiteljstva Odraslih Osoba S Duševnimsmetnjama Iz Perspektive Udomitelja2014 •
Revista De Administracao Publica
Estimativa do passivo previdenciário dos estados2002 •
National journal of community medicine
Post-Monsoon Season Surveillance a Must for Curtailing Annual Dengue Epidemic in Rural India2014 •
2014 •
Journal of Global Optimization
Survey on Vector Complementarity Problems2011 •
Gondang: Jurnal Seni dan Budaya
“Rapai” Property Tari Mahanggu Sebagai Potensi Seni Dalam Industri Kreatif2021 •
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Journal of Japan Society of Civil Engineers, Ser. E2 (Materials and Concrete Structures)
Drying Shrinkage Model of Mortal and Concrete Based on Pore Structure of Composition Materials2013 •
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Hepatite aguda criptogênica: uma entidade heterogênea com possibilidades de complicações2006 •
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Barn – forskning om barn og barndom i Norden
Looking for children’s resistance in pedagogical documentation with ECE students: a case study of slow and multiple listeningNanomedicine: Nanotechnology, Biology and Medicine
Adaptation of targeted nanocarriers to changing requirements in antimalarial drug delivery2017 •
International journal of advanced engineering, management and science
A Review: Using Marigolds (Tagetes spp.) as an Alternative to Chemical Nematicides for Nematode Management2019 •
2017 •
The Open Orthopaedics Journal
Cement Arthrodesis of the Knee with a Custom Long Recon Nail After Failed Total Knee Arthroplasty: Surgical Technique and Results2018 •
1993 •
2023 •
Language Problems and Language Planning. Vol. 33, No. 3. Pp. 269-271.
F Nuessel D. Levey Language Change and Variation in Gibraltar-20092009 •