EFFECT OF BLENDED LEARNING STRATEGY ON STUDENTS’ INTEREST IN GEOMETRY IN SENIOR SECONDARY SCHOOLS IN KOGI STATE, NIGERIA

Abstract

The present study investigated the impact of Blended learning strategies on students' interest in geometry inside Senior Secondary Schools specifically in Kogi State, Nigeria. The investigation was directed by two research questions and their related null hypotheses. The study utilised a pretest-posttest control group quasi-experimental design. The population consisted of 12,703 (SS 2) Mathematics students from 29 public secondary schools and the sample size was 344 students. The Geometry Interest Scale (GIS) was employed as the main instrument for data collection. A face validation of the instrument was conducted by three experts from the Science Education Department, consisting of two experts from the Mathematics Units and one expert from Measurement and Evaluation and Education. Cronbach Alpha method was used to calculate the raw scores of the respondents acquired via GIS and a reliability coefficient 0.74 was obtained, which was deemed dependable for the study.   Mean and standard deviation was used to answer the research questions, while analysis of covariance (ANCOVA) was used to test the Null hypotheses at a significance level of 0.05.  The findings indicated that the implementation of Blended Learning techniques had a notable positive impact on students' interest in Geometry as compared to the conventional method. Therefore, it was recommended among others that mathematics teachers should employ blended learning teaching Strategy in order to augment students' enthusiasm for geometry.