Title: Blended Learning Strategies And Senior Secondary School Students' Academic Performance In Mathematics In Rivers South-East Senatorial District Of Rivers State, Nigeria
Authors: AMAJORONWU
Ndidi Patience
GEORGE
Nchelem Rosemary
Volume: 10
Issue: 8
Pages: 33-42
Publication Date: 2026/08/28
Abstract:
This study investigated the effect of blended learning strategies on senior secondary school students' academic performance in mathematics in Rivers South-East senatorial district of Rivers State, Nigeria. The study had three research questions which were answered and three null hypotheses which were tested at 0.05 significant level. The study was anchored on social learning and connectivist theories. Quasi experimental research design was employed. Pretest, posttest, and intact classes were used to conduct the study. The purposive and simple random sampling techniques were used to draw a sample of one hundred and sixty five (165) students from a population of two thousand one hundred and twelve (2,112) Senior Secondary Two (SS2) students in Rivers South-East senatorial district of Rivers state. Simple random sampling was used to assign each of the three schools as experimental groups one and two, and the control group. The study had two experimental groups and one control group. The instrument used for data collection was titled "Number and Numeration Performance Test" (NNPT). This instrument consisted of twenty (25) multiple choice test items with options A to D. The instrument (NNPT) was content validated by three mathematics educators. Kuder-Richardson formula 21 (KR-21) was used to obtain an internal consistency of 0.83. The three groups were first given a pretest of NNPT after which they were taught ratios and proportions. The experimental group one was taught with station rotation blended learning strategy, experimental group two was taught with flipped classroom blended learning strategy while the control group was taught with deductive teaching method. After the teaching session, each group was given the posttest. Mean and standard deviation were used to answer the research questions while the Analysis of Covariance (ANCOVA) was used to test the hypotheses. The findings showed that students taught with blended learning (station rotation, flipped classroom) had a higher performance that those taught with deductive teaching method with a statistically significant difference. There was no significant difference between the performance of those taught with station rotation and flipped classroom. It was recommended amongst others that any form of the blended learning strategy; be it station rotation or flipped classroom should be used to teach mathematics in senior secondary schools.