The Effect of Blended Learning Approach on Students’ Engagement in Learning Algebra

Abstract

The purpose of this paper is to examine the effect of the blended learning method on grade nine secondary school students’ engagement in learning algebra. In this study, a pretest-posttest non-equivalent group quasi-experimental design was employed. The data were collected from grade ninth students using a mathematics engagement questionnaire and analyzed using mean, standard deviation, paired sample t-test, and analysis of variance (ANOVA). The result discovered that the overall students’ engagement to learn algebra was not the same for all groups. A significant difference was observed between groups on students’ engagement and its dimensions to learn algebra. Besides, students’ engagement to learn algebra was positively influenced by the blended learning and problem-solving methods. Moreover, when we compare groups, the blended learning group students’ were more engaged in algebra learning than the problem-solving group and the comparison group students. Finally, we recommend that further study is needed to examine how students engagement and its dimensions on different subjects can be improved.