The Effect of Blended Learning Instructional Model On Students’ Mathematics Achievement, Conceptual Understanding and Motivation Nekemte City Secondary School, Oromia, Ethiopia

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.