The Effect of Blended Learning Approach on Students’ Engagement in Learning Algebra
Keywords:Blended learning, Engagement, Problem-solving, Algebra
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.