Effect of Blended Instructional Strategy on Achievement and Misconceptions in Mathematics Concepts among Secondary School Students in Sokoto State, Nigeria
DOI:
https://doi.org/10.64348/zije.202556Keywords:
Blended learning, Mathematical Content Domains, Achievement, Misconception.Abstract
This study investigated the Effect of Blended instructional strategy on Achievement and Misconceptions in Mathematics concepts among secondary school students in Sokoto State, Nigeria. A non-randomized control group, pretest-posttest quasi-experimental design was employed. The study sampled 383 SS2 students proportionately from the population of public senior secondary school two (II) students during the 2024/2025 academic session in Sokoto Metropolis using stratified random sampling technique based on Krejcie-Morgan Table. The instruments were validated, pilot tested and reliability coefficients of 0.80 and 0.91 were obtained, respectively, using split-half. Data were collected using the Mathematical Achievement Test (MAT) and 5-Tier Mathematics Misconception Diagnostic Test (5-Tier MMDT). The experimental group were taught mathematical content domains using blended learning strategy, while the control group received treatment through conventional method. Descriptive and inferential statistics of mean, standard deviation, and independent samples t-test, were used to analyze the data. Therefore, the findings of this study reveal that the blended learning strategy significantly improved SS2 students' achievement in mathematical content domains compared to the conventional method. It also significantly reduced students' misconceptions in mathematical content domains. Moreover, the significant differences in both achievement and misconception levels between students taught using blended learning and those taught using conventional methods highlight the potential of blended learning as an effective instructional approach for mathematics education. The findings suggest that integrating technology into mathematics instruction can enhance student learning outcomes and provide a more meaningful and personalized learning experience.
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