Blended instructional strategy and the enhancement of secondary school students’ learning outcomes in geometry

Abstract

The research aimed to assess the impact of a blended instructional strategy on the improvement of secondary school students' achievements and interest in geometry. Employing a quasi-experimental, non-equivalent control group design, the study encompassed all mathematics students in the state as the population, with a sample of 179 students from two schools. The assignment of intact classes to either the experimental or control group was done through a coin flip, and these groups were subsequently instructed separately by their regular mathematics teachers, who had undergone prior training for this purpose. The reliability of the instrument was established using Kudder-Richardson-20 and reliability indices of 0.79 and 0.80 were obtained respectively. Pre and post-tests were administered to all groups, utilizing the Geometry Achievement Test (GAT) and Geometry Interest Inventory (GII) as data collection instruments. The study was guided by two research questions and two hypotheses. Mean and standard deviation were employed to address the research questions, while Analysis of Covariance (ANCOVA) was utilized to test the hypotheses at a significance level of 0.05. The findings revealed that students instructed in geometry using the blended instructional strategy exhibited a higher mean gain in both achievement and interest compared to those taught using the lecture method. The study recommends the implementation of the Blended Instructional Strategy in the teaching of geometry and mathematics across Nigerian secondary schools to foster enhanced student achievement and interest.