The Effect of Blended Teaching Method on Eighth Grade Students Achievement in the Units of Functions and Equations Solving and their Attitudes towards Mathematics

Fawzi Al-Awadh, Younes Al-Younes


This study aimed at investigating the effect of using a blended teaching method on eighth grade students' achievement in functions and equations solving units, and their attitudes toward mathematics. Two discovery schools in Amman second educational district directorate were chosen. Then two groups were formed: a control, traditional group, (73) students and an experimental, blended teaching, group, (75) students. To achieve the study purpose, three measuring tools were prepared: a test for measuring the prerequisite knowledge of the two units, a measure of students attitudes toward math, and an achievement test on the functions and equations solving units were constructed. Before administering these measures on the experimental and control groups, evidence of reliability and validity were established. The students of both groups took the tests and responded to the questionnaire before conducting the study and after it.
The MANCOVA test was used to answer the research questions. The results showed that there are a statistically significance differences on students achievement on functions and equations solving units and their attitudes toward math in favor of blended teaching. However, the results did not show statistically significant differences in: (1) students attitudes toward math that can be attributed to students academic level; (2) students achievement of the two units and their attitudes toward math can be ascribed to the interaction between methods of teaching and students academic level. Many recommendations were drawn, and the most important of which is to encourage teachers to adapt blended teaching in math instruction.


Teaching Methods, Blended Learning and Teaching, Math Instruction, E-Learning.

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