EFFECT OF CONSTRUCTIVISM BASED BLENDED LEARNING APPROACH ON SENIOR SECONDARY SCHOOL STUDENT MATHEMATICS ACADEMIC PERFORMANCE AND RETENTION OF IN KATSINA STATE
Abstract
This study was carried out on effects of constructivism based blended learning approach on senior secondary school students mathematics academic performance and retention . The research adopted quasi-experimental non-equivalent control group design. Data were collected from a sample of 120 students comprising 59 boys and 61 girls from two randomly selected public schools in Katsina educational zone of Katsina state. The schools were grouped into experimental and control group. Mathematics Performance Test (MPT) was used to gather data. The MPT was a researcher made instrument consisting of forty multiple choice (40) items based on SSII mathematics second term topics. The MPT was administered thrice, before experiment (Pre), after experiment (Post) and two weeks after post MPT (Retention test). The reliability coefficient of MPT was found to be 0.85. Data collected were analyzed using descriptive statistics of mean and standard deviation for answering the research questions and ANCOVA at coefficient alpha level of 0.05 for testing the hypotheses. The findings of this study are: there was a significant difference between the mean academic performance scores of students’ taught mathematics with constructivism based blended learning approach and those in the control group. There is no significant difference between the mean achievement score of male and female students’ taught mathematics with constructivism based blended learning approach. It was recommended that Mathematics teachers should be encouraged to use constructivism based blended learning approach to teach mathematics at senior secondary level.
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