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European Journal of Education Studies ISSN: 2501 - 1111 ISSN-L: 2501 - 1111 Available on-line at: www.oapub.org/edu Volume 3 │Issue 10 │2017 doi: 10.5281/zenodo.1038397 EFFECT OF BLENDED E-LEARNING ON PRE-SERVICE TEACHERS’ ACHIEVEMENT IN MATHEMATICS: A CASE FOR SUSTAINABLE TEACHER EDUCATION Nwoke, Bright Ihechukwu1i, Emenyonu, Amarachi Olunna2, Ihekaire, Ugochukwu Raymond3 PhD, Department Mathematics, Alvan Ikoku Federal College of 1 Education Owerri, Imo State, Nigeria Department of Computer Science, Alvan Ikoku Federal College of 2 Education Owerri, Imo State, Nigeria Academic Planning Unit, Alvan Ikoku Federal College of 3 Education Owerri, Imo State, Nigeria Abstract: 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 quasiexperimental 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 “chievement Test M“T 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. Keywords: blended e-learning, pre-service teachers, achievement, mathematics Copyright © The Author(s). All Rights Reserved. © 2015 – 2017 Open Access Publishing Group 572 Nwoke, Bright Ihechukwu, Emenyonu, Amarachi Olunna, Ihekaire, Ugochukwu Raymond EFFECT OF BLENDED E-LEARNING ON PRE-SERVICE TE“CHERS’ “CHIEVEMENT IN M“THEM“TICS: A CASE FOR SUSTAINABLE TEACHER EDUCATION 1. Introduction Education is considered to be a very important factor for sustainable development of any Nation. The economic, scientific and technological development of any nation depends so much on the nation’s level of education. For this reason, science and technology education are the primary target in which case tertiary education will come to the front (Kassahun; 2014). Mathematics is the fundamental tool required for the achievement of this desired goal of education. Unfortunately, this important subject has continuously become a nightmare and mysteriously difficult for students at all levels of education. Many studies have found the method of teaching this subject as the major cause of difficulty in students’ achievement. Mathematics teachers at all levels are noted to solely depend on the unproductive and un-enterprising traditional approach which does not support active learning. Berns and Erikson (2001) warned that the traditional approach to education where students receive direct instruction and then practice specific skills is behaviouristic in nature. Agommuoh, and Ifeanacho (2013) indicated that poor academic achievement in physics and mathematics could be attributed to many factors among which are the teachers’ teaching strategies. This means that Physics and Mathematics concepts cannot be well understood if students are not taught with effective teaching strategies. The teaching of Mathematics to obtain the desired objective has always been a contentious issue in education. The situation is blamed on the wrong approach to teaching used by mathematics teachers (Etukudo, 2012), Wetzel (2009). Teaching of Mathematics is not only concerned with the computational knowhow of the subject but is also concerned with the selection of the mathematics content and communication leading to its understanding and application. So in teaching Mathematics there is the need to use teaching methods, strategies and pedagogical resources that are much more fruitful in gaining adequate responses from the students (Rachina n.d.). The quest for sustainable development demands for a drastic change in the learning process of mathematics through the blended e-learning. E-learning is the use of information and communication technology e.g. internet, computer, mobile phone, learning management system (LMS), television, radios and others to enhance teaching and learning activities E-learning is a unifying term used to describe the fields of online learning web-based training and technology delivered instruction (Tareq & Kdyankar 2014, Oye, Salleh & Lahad, 2010). According to Markus (2009) in Olojo, Adewumi and Ajisola, (2012) e-learning is defined as a learning process created by interaction with digitally delivered content, network based services and tutoring support. E-learning is any technologically mediated learning using computers European Journal of Education Studies - Volume 3 │ Issue 10 │ 2017 573 Nwoke, Bright Ihechukwu, Emenyonu, Amarachi Olunna, Ihekaire, Ugochukwu Raymond EFFECT OF BLENDED E-LEARNING ON PRE-SERVICE TE“CHERS’ “CHIEVEMENT IN M“THEM“TICS: A CASE FOR SUSTAINABLE TEACHER EDUCATION whether from a distance or in face to face classroom setting (computer assisted learning), it is a shift from traditional education or training to ICT based personalized, flexible, individual, self-organized, collaborative learning based on a community of learners, teachers facilitators experts (Olojo, Adewumi & Ajisola, 2012). Blended learning mixes various event based activities, including face to face classroom, live elearning and self-paced learning. 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