Learning Algebra Through Blended Approach A Mixed Method Methodology

With the current technological advancement, traditional ways of teaching and learning arernconsidered as an oldest approach that does not suit for an active learning required of thisrngeneration. Because of this, adapting different ways of learning and teachings are beingrndeveloped, one of which is the one used in this study (blended learning approach). This studyrnwas aimed to investigate the effect of blended learning approach in enhancing students’rnalgebra learning with respect totheir achievement and affection. It also explored thernperspectives of instructors and students as they experienced the blended approach. In order tornimprove the learning process that will address the above purpose, an interactive web-basedrnlearning platform was developed to supplement the face-to-face instruction in a universityrnalgebra course. To achieve the goal of the study, a mixed research methodology wasrnemployed. For the quantitative cause-effect relationship, a quasi-experiment with a pretestposttestrndesign was employed. For the qualitative part, a case study has been used. The studyrncomprised three universities found at Southern Nations and Nationalities regions of Ethiopia.rnThe data were collected over one full semester of the year 2017. The analysis followed anrnembedded analysis of quantitative and qualitative data. The quantitative data was analyzed using both inferential and descriptive statistics, whereas for the qualitative part, thematicrnanalysis was employed. Results indicated that as a result of the blended learning approach,rnstudents tend to advance their achievement and interest. However, the study highlighted thatrnthe affective aspect of students depend not only on the way of the teaching and learningrnprocess, but largely on other external factors. The study further found out a 95.74%rnsatisfaction of students in the blended course. Blended learning is also effective in lesseningrnthe gender gap in mathematics learning. While blended learning approach has the potential tornreasonably infuse the future, it remains critically important that it should be designedrncuriously and purposefully, which requires a thorough need assessment, and aimed to fillrnspecific gap. Based on the results, additional imperative implications for practice and futurernresearch are forwarded.

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