Effect of Blended Learning Approach on Students’ Academic Achievement in Mathematics in Delta North Senatorial District of Delta State
Keywords:
Blended Learning Approach, Mathematics, Academic Achievement, Delta StateAbstract
This study investigated the effect of blended learning approach on students’ academic achievement in Mathematics in Delta north senatorial district of Delta state. Three research questions and hypotheses were each raised to guide the study. The scope of the study covered the effect of blended learning approach on students’ academic achievement in SSS2 Mathematics in Algebra and Probability. The study is delimited to public secondary schools in the senatorial district. The design of the study was a quasi experimental design of pretest-posttest control group. The population of the study comprised all Senior Secondary School 2 (SSS 2) students in public secondary schools in the nine local government areas of Delta north senatorial district in the 2024/2025 academic session. The population of the study was 3,473 candidates. A multi stage sampling technique was used to draw a sample size of 225 SSS2 Mathematics students (105 males, and 120 females). Mathematics Achievement Test (MAT) was used for data collection. The reliability of the instrument was 0.79 obtained using Kudar-Richardson formulae 20 (KR-20). Analysis of Covariance (ANCOVA) and independent sample t-test were employed to test the hypotheses at a 0.05 level of significance. The findings of the result revealed that students exposed to the blended learning approach performed better than those exposed to the conventional lecture method. The findings also showed a significant difference between male and female students exposed to blended learning approach in favor of male students, and no interaction effect between instructional methods and sex. Based on the findings of this study, blended learning approach should be practiced thoroughly by Mathematics teachers as the method has been proven effective in enhancing students’ Mathematics academic achievement.
Downloads
References
Adamu, G. (2022). Effect of ethno-mathematics and conventional teaching approaches on students’ achievement, interest, and retention in geometry in selected secondary schools in Makurdi metropolis, Benue State, Nigeria. IJRDO - Journal of Mathematics, 8(4), 1–10.
Adegbija, M. V., & Fakomogbon, M. A. (2021). Effect of blended learning on secondary school students’ achievement and interest in mathematics in Nigeria. African Journal of Educational Technology, 5(2), 45–55. https://doi.org/10.4314/afjet.v5i2.5
Adepeko, O.O. (2018). Relative effectiveness of blended learning instructional approach on academic achievement of physics students in secondary schools in Ondo State, Nigeria. International Journal of Advanced Academic Research, 4(8), 8-17.
Adeyemi, T. O., & Ojo, S. A. (2020). Technology integration into teacher education curriculum in Nigeria: Practices, challenges and future directions. International Journal of Advanced Education and Research, 5(5), 9-15.
Ajaja, O. P. (2013). Which way do we go in the teaching of biology? Concept mapping, cooperative learning or learning cycle? International Journal of Science and Technology Education Research, 4(2),18 – 29.
Al-Fahad, F. N. (2020). Gender differences in students' perceptions toward blended learning: A study in higher education. Journal of Educational Computing Research, 58(5), 899–917. https://doi.org/10.1177/0735633119871792
Aliu, H. O., & Oludamilare, H. (2023). Influence of teaching approaches on students' performance in Mathematics: A meta-analysis of quasi-experimental studies in Africa. Research Gate.
Anikweze, C. M., & Shaluko, Y. D. (2020). Gender differences in Mathematics interest and achievement in junior secondary school students, Niger State, Nigeria. International Journal of Research and Innovation in Social Science (IJRISS), 4(10), 359–366.
Anyagh, P.I.; Agbo-Egwu, A.O.; & Sabastine, A.I. (2018). Mathematics Applications for Agricultural Development: Implications for Agricultural Extension Delivery. ABACUS: The Journal of Mathematical Association of Nigeria. 43(1), 111-118.
Blessing, O. & Peter, N. (2019).The Relevance of Mathematics Education in the Development of Entrepreneurial Skills among Senior Secondary School Students in Oshimili L.G.A of Delta State.
Cao, Y., Gao, J., Lian, D., Rong, Z., Shi, J., Wang, Q., ... & Zhou, T. (2018). Orderliness predicts academic performance: behavioural analysis on campus lifestyle. Journal of The Royal Society Interface, 15(146), 20180210
Ceylan, V. K., & Kesici, A. (2017). Effect of Blended Learning to Academic Achievement. Journal of Human Sciences, 14(1), 308-320. doi:10.14687/jhs.v14i1.4141
Charles-Ogan G, Ejiofor-Chima NA. Entrepreneurial education and sustainable national develop: The gap between policy and implementation. International Journal of Multidiscipline Research and Development online ISSN: 2349-4182. 2017; 4(10):15-18.
Ebiala, P. O. (2021). Transfer of technology as a veritable vehicle for economic growth in Nigeria: The law connection. IRLJ, 3, 160.
Ebiala, P. O. (2023a). Strengthening the Patent System in Nigeria. IJOCLLEP, 5, 29.
Ebiala, P. O. (2023b). Interrogating the Problems Associated with the Application of Principles of International Humanitarian Law to Asymmetric Armed Conflicts. IRLJ, 5, 119.
Ebiala, P. O. (2024). Fundamental Rights Enforcement in Nigeria: The Indigent Persons in Focus. IJOLACLE, 5, 40.
Egara, F. O., & Mosimege, M. (2024). Effect of blended learning approach on secondary school learners’ Mathematics achievement and retention. Education and Information Technologies, 29, 19863–19888. https://doi.org/10.1007/s10639-024-12651-w
Enwemasor, B. C. and Charles-Odili, V. N. (2022). Integration of blended learning as a measure for facilitating instruction in the tertiary business education programme in the new normal in Delta State. Nigerian Journal of Business Education (NIGJBED), 9(2), 13-21.
Eraikhuemen, L. (2025).They do need it, they don’t want it: The dilemma of Mathematics Education in Nigeria. Inaugural Lecture Series No.332nd Benin: University of Benin Press.
Hendriawan, M. A.; & Septian, A.(2019). Pengembangan JIMATH sebagai multimedia pembelajaran matematika berbasis android untuk siswa sekolah menengah atas IndoMath: Indonesia Mathematics Education, 2(1), 45-52.
Karjanto, N & Acelajado, M.J (2022) Sustainable Learning, Cognitive Gains, and Improved Attitudes in College Algebra Flipped Classrooms. https://www.mdpi.com/2071- 1050/14/19/12500
Lateef, O. A., & Adewale, Y. S. (2021). Effect of blended learning instructional strategy on senior secondary school students’ achievement in mathematics. Journal in Humanities, 10(1), 48–54. https://doi.org/10.31578/hum.v10i1.436
Li, S., & Wang, W. (2022). Effect of blended learning on student performance in K-12 settings: A meta-analysis. Journal of Computer Assisted Learning, 38(5), 1254-1272.
Nwagbo, C. & Chikelu, U.C., (2019). Effects of Biology Practical activities on students process skill acquisition. Journal of Science Teachers Association of Nigeria 46(1) 58-70
Ofem, N. O., Gabriel, T. A., Ebong, E., Ekpenyong, I. B., Neji, O. N., Utam, E. U., ... & Eja, E. I. (2026). Forced Migration and Security Challenges: A Study of the effects of Ambazonia crises on Communities in Cross River State, Nigeria. African Renaissance, 23(1), 265-287.
Ojaleye, O. & Awofala, A.O.A. (2018). Blended learning and problem-based learning instructional strategies as determinants of senior secondary school students’ achievement in algebra. International Journal of Research In Education And Science (IJRES), 4(2), 486-501.
Oyelekan, O. S., Olorundare, A. S., & Adewale, J. G. (2024). Effect of activity-based teaching strategy on students’ academic performance in mathematics concept. International Journal of Instructional Technology and Educational Studies, 5(3), 11–21.
Oyovwi, E. O (2015). Effects of concept mapping and inquiry method, in teaching difficult topics in Biology on students academic achievement: An Unpublished Ph.D thesis, DELSU
Sidi, S.B.(2019).Effects of Problem Solving Instructional Strategy on Students’ Academic Achievement in Geometry in Gwale Local Government Area Secondary Schools, Kano, Nigeria. Unpublished Masters Dissertation, Department of Science and Technical Education, Bayero University Kano.
Tseng, W.; Kano, T.; & Hsu, C. (2014). Effect of Integrating Blended Teaching into Mathematics Learning for Junior High School Students. Journal of Computers and Applied Science Education, 1(2), 39-57. Retrieved 01/26/2019 from https://bit.kaus.edu.tw
Udosoro, U. J., (2019). The Effects of Gender and Mathematics Ability on Academic Performance of Students in Chemistry. African Research Review 5(4) 1002-1015
Villarroel, C., & Bruna, D. (2023). Gender differences in academic achievement in blended higher education. Education and Information Technologies, 28, 231–248. https://doi.org/10.1007/s106
Yusuf, A. (2018) Effect of Blended Instructional Strategy on Students' Performance in Social Studies. Journal of Arts and Social Sciences Education. (1 ) 1-8
Downloads
Published
Issue
Section
License
Copyright (c) 2026 Advances in Law, Pedagogy, and Multidisciplinary Humanities
This work is licensed under a Creative Commons Attribution 4.0 International License.
