The Effect of Blended Learning in Mathematics Course

Ya-Wen Lin; Chih-Lung Tseng; Po-Jui Chiang

doi:10.12973/eurasia.2017.00641a

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Ya-Wen Lin ¹ ², Chih-Lung Tseng ¹, Po-Jui Chiang ¹ ^*

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¹ Department of Electronic Engineering, National Kaohsiung University of Applied Sciences, Taiwan, R.O.C.² Compulsory Education Advisory Group of the Kaohsiung Municipal Department of Education, Taiwan, R.O.C.^* Corresponding Author

Abstract

Background:
With the advent of the digital age, traditional didactic teaching and online learning have been modified and gradually replaced by “Blended Learning.” The purpose of this study was to explore the influences of blended learning pedagogy on junior high school student learning achievement and the students’ attitudes toward mathematics.

Material and methods:
To investigate the outcomes of the combination of Moodle online teaching platform and traditional instruction, a quasi-experiment was conducted using a pre-test–post-test control group design.

Results:
ANCOVA and MANCOVA analyses showed that the blended learning experience benefitted students in the experimental group by having a positive effect not only on the learning outcomes, but also on their attitudes toward studying mathematics in a blended environment.

Conclusions:
Preliminary results indicated that male students and high-ability students were more motivated in the blended learning environment. Students gave positive feedback on the use of the Moodle learning platform for mathematics after experiencing blended learning.

Keywords

gender
blended learning
Moodle
ability differences
mathematics attitude

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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

EURASIA J Math Sci Tech Ed, Volume 13, Issue 3, March 2017, 741-770

https://doi.org/10.12973/eurasia.2017.00641a

Publication date: 09 Dec 2016

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Article Downloads: 80166

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How to cite this article

APA

Lin, Y.-W., Tseng, C.-L., & Chiang, P.-J. (2017). The Effect of Blended Learning in Mathematics Course. Eurasia Journal of Mathematics, Science and Technology Education, 13(3), 741-770. https://doi.org/10.12973/eurasia.2017.00641a

Vancouver

Lin YW, Tseng CL, Chiang PJ. The Effect of Blended Learning in Mathematics Course. EURASIA J Math Sci Tech Ed. 2017;13(3):741-70. https://doi.org/10.12973/eurasia.2017.00641a

AMA

Lin YW, Tseng CL, Chiang PJ. The Effect of Blended Learning in Mathematics Course. EURASIA J Math Sci Tech Ed. 2017;13(3), 741-770. https://doi.org/10.12973/eurasia.2017.00641a

Chicago

Lin, Ya-Wen, Chih-Lung Tseng, and Po-Jui Chiang. "The Effect of Blended Learning in Mathematics Course". Eurasia Journal of Mathematics, Science and Technology Education 2017 13 no. 3 (2017): 741-770. https://doi.org/10.12973/eurasia.2017.00641a

Harvard

Lin, Y.-W., Tseng, C.-L., and Chiang, P.-J. (2017). The Effect of Blended Learning in Mathematics Course. Eurasia Journal of Mathematics, Science and Technology Education, 13(3), pp. 741-770. https://doi.org/10.12973/eurasia.2017.00641a

MLA

Lin, Ya-Wen et al. "The Effect of Blended Learning in Mathematics Course". Eurasia Journal of Mathematics, Science and Technology Education, vol. 13, no. 3, 2017, pp. 741-770. https://doi.org/10.12973/eurasia.2017.00641a