Abstract:
The purpose of this study was to examine the effect of the blended learning on secondary school
students' mathematics achievement, conceptual understanding, and motivation in Nekemte City,
Oromia, Ethiopia. The study employed a quantitative research approach, using mathematics
achievement tests, conceptual understanding tests, and motivation questionnaires instruments
within a quasi-experimental setup. The schools were selected using purposive sampling, whereas
the participants within those schools were selected through simple random sampling. This study
employed an independent samples t-test, a paired samples t-test, and correlation analysis to
analyze the data. An independent samples t-test was conducted to compare the pre-test scores of
the experimental and comparison groups. The results showed no statistically significant
differences between the groups in achievement (M = 30.55 vs. 28.15), conceptual understanding
(M = 27.88 vs. 26.14), or motivation (M = 79.08 vs. 78.06). However, descriptive statistics in
post-test results, revealed that the experimental group outperformed the comparison group in
mathematics achievement (M=50.55 vs. M=35.56), conceptual understanding (M=42.2 vs.
M=34.36), and motivation (M=83.93 vs. M=78.02). This result also showed that blended
learning itself had a motivating effect on students by creating a more engaging and supportive
learning environment. Independent sample t-test statistical analysis further showed there are
statistically significant differences between the groups post-intervention, with a large effect size
(η2=.447) explaining 44.70% of the variance in mathematics achievement and a similar effect
(η2=.269) for conceptual understanding. An eta squared (η² = .107 for the intervention group
indicated that approximately 10.7% of the variation in post-student motivation scores is due to
the intervention. Paired sample t-tests indicated significant improvement in the EG's scores with
large effect sizes for both mathematics achievement (d=1.01), conceptual understanding
(d=1.02), and motivation (d=.522) compared to minimal effects in the control group. The
progress report post-tests affirmed the effect of blended learning over conventional methods in
enhancing mathematics achievement, conceptual understanding, and motivation for grade 10
students. The study advocates for integrating face-to-face and online learning in mathematics
education and urges stakeholders and policymakers to embed this blended approach into the
national curriculum to improve teaching effectiveness and student learning outcomes.
