Amos F. Awodeyi, Ekemini T. Akpan, Ifiok J.Udo
Abstract: The emergence of web-based technologies have diversified the pedagogical approaches of tertiary institutions. The web is shifting from being a medium, in which information was transmitted and consumed into being a platform, in which content is created, shared, modified and passes along amongst learners and instructors. This study investigated the effect of blended learning in undergraduate students achievement in pre-algebra course as compared to, purely online and offline/face-to-face learning. The study adopted a completely randomized experimental design, conducted with 90 undergraduate students of the University of Uyo Foundation Programme (i.e., Joint University Preliminary Examination Board, JUPEB). The instrument: Pre-algebra Achievement Test (PAT), created as HTML files were uploaded to webCT. It was administered to the three experimental units. Data collected were analyzed using SPSS. The study revealed that using blended learning, improves students learning outcome in pre-algebra. Also, gender does not have any statistically significant effect on students achievement in pre-algebra toward the use of blended learning. The study could contribute toward enhancing the institutions e-readiness, and as a proactive prospect of blended learning courses in Mathematics Education. The research could be of immense benefit to learners, lecturers, learning technologist, and other stakeholders including curriculum designers, such as head of departments, faculty members and e-learning coordinators in the institution.
Keywords: blended learning, mathematics webCT