The implication of practising blended learning, and conventional learning towards student's achievement and attitude

Abstract

This study aimed to use an appropriate learning method that can improve the achievement and attitudes of pupils from primary schools for Mathematics subjects. The type of this research was a quasi-experimental time-series design. The treatment group (n = 40) used blended learning (Moodle), while the control group (n = 40) used conventional teaching. The research instruments used were pre-Test, Test 1, Test 2, post-Test, and attitude questionnaire and interviews. The data analysis approach was evaluated using a one-way ANOVA to determine the differences between the experimental and control groups. The study found a statistically significant difference at p<0.05 level between the two strategies. The findings of the study showed that blended learning has successfully improved pupils' achievement. The findings also showed improvement in pupils’ attitudes in the blended learning. The study findings through interviews also showed that pupils prefer blended learning to make mathematics easier to understand. In conclusion, pupils in the blended learning class outperformed those in conventional classes.

Keywords

• blended learning (moodle)
• conventional learning
• student achievement
• student attitude