Abstract

The study aimed to investigate the Blended Education strategy in the achievement of the third grade students in mathematics. The study sample consisted of (97) male and female students distributed on four classes: (47) male and female students in the experimental group and (50) male and female students in the control group. To achieve the objectives of the study, an achievement test was applied after making sure of its validity and reliability. To process statistical data, means, standard deviations, and covariant analysis were used. The study showed the following results: there is a statistical difference on items of achievement test for third grade students in mathematics combined between the performances of the members of the two groups in favor of the experimental group who were taught using the (Blended Education strategy). There is no significant difference at (a = 0,05 ) between the two means of performance of members of the study groups on items of the achievement test of third grade students in mathematics due to sex variable. The results of the study also showed that there is no significant differences at (a = 0,05) between the means of the performance of members of the study groups on paragraphs achievement test for third grade students in mathematics all together due to bilateral interaction between the two variables: teaching strategy, (traditional and Blended) and sex (male, female).

Citation

Yaghmour, K.S. (2016). Effectiveness of Blended Teaching Strategy on the Achievement of Third Grade Students in Mathematics. Journal of Education and Practice, 7(5), 65-73. Retrieved December 15, 2019 from https://www.learntechlib.org/p/195085/.

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Keywords

• Achievement Tests
• blended learning
• Control Groups
• Conventional Instruction
• Elementary School Mathematics
• Experimental Groups
• Foreign Countries
• gender differences
• Grade 3
• Mathematics Achievement
• Statistical Analysis
• teaching methods
• Technology Uses in Education