Effect of Blended Learning Educational Model on Secondary School Students’ Motivation in Mathematics

Abstract

The study was intended to assess the effect of a BL educational model on secondary school students' mathematics motivation in Ethiopia. A non-equivalent quasi-experimental study using a pre-test and post-test design was conducted. Two intact classes from different schools were randomly selected and assigned to experimental (n=38) and comparison group (n=45). From the previous semester students’ record book, both groups have almost an equivalent in their mathematics performance. Data collected from the respondents were analysed using ANOVA test with a significance level of P<0.05. The study shows the students learning using the BL model are more motivated than those learning using the conventional learning model, with an average score of 4.17. The data revealed that there is a significant difference between groups with an effect size of η2=.094. Moreover, a paired t-tests shows that there is a medium effect size for the experimental group (d=.58) when compared with the comparison group (d=.09). Thus, the study indicates that BL was more effective in enhancing grade ten students’ mathematics motivation when compared with conventional method of teaching. Based on the finding, the researcher recommends BL educational model in mathematics education and suggests stakeholders and policymakers to incorporate the model into the curriculum.