Learning Algebra through Blended Approach: A Mixed Method Methodology

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Addis Ababa University


With the current technological advancement, traditional ways of teaching and learning are considered as an oldest approach that does not suit for an active learning required of this generation. Because of this, adapting different ways of learning and teachings are being developed, one of which is the one used in this study (blended learning approach). This study was aimed to investigate the effect of blended learning approach in enhancing students’ algebra learning with respect totheir achievement and affection. It also explored the perspectives of instructors and students as they experienced the blended approach. In order to improve the learning process that will address the above purpose, an interactive web-based learning platform was developed to supplement the face-to-face instruction in a university algebra course. To achieve the goal of the study, a mixed research methodology was employed. For the quantitative cause-effect relationship, a quasi-experiment with a pretestposttest design was employed. For the qualitative part, a case study has been used. The study comprised three universities found at Southern Nations and Nationalities regions of Ethiopia. The data were collected over one full semester of the year 2017. The analysis followed an embedded analysis of quantitative and qualitative data. The quantitative data was analyzed using both inferential and descriptive statistics, whereas for the qualitative part, thematic analysis was employed. Results indicated that as a result of the blended learning approach, students tend to advance their achievement and interest. However, the study highlighted that the affective aspect of students depend not only on the way of the teaching and learning process, but largely on other external factors. The study further found out a 95.74% satisfaction of students in the blended course. Blended learning is also effective in lessening the gender gap in mathematics learning. While blended learning approach has the potential to reasonably infuse the future, it remains critically important that it should be designed curiously and purposefully, which requires a thorough need assessment, and aimed to fill specific gap. Based on the results, additional imperative implications for practice and future research are forwarded.