Effects of Problem-Based Learning and Blended Learning Strategies on Senior Secondary School Students' Learning Outcomes in Algebra

Author: Ojaleye, Omotayo

Supervisors: Odogwu H. N. ; Nna E. C. and Awofala A. O. A.

The ineffectiveness of the strategies traditionally used by mathematics teachers has been attested by several researchers and this has led to a call for more innovative instructional strategies. This study examined the effects of Problem-Based Learning (PBL) and Blended Learning (BL) Strategies on Senior Secondary School Students’ Learning Outcome in Algebra in Lagos State, Nigeria. Problem- Based learning strategy is a learner-centred strategy hinged on problem solving heuristics in which learners are presented with a problem and engaged the problem in a small collaboratory peer teaching to arrive at a solution to the problem. Blended Learning is a learning strategy which supplements traditional face to face instruction congruent to the Traditional Lecture Method (TLM) with a computer-based Algebrator in which students are subscribed to a class e-mail address. Seven (7) Research Questions and Seven (7) hypotheses were generated to guide the Study. A quasi-experimental pre-test, post-test, non-equivalent control group research design was adopted for this study. Multistage Sampling Techniques were applied to select sample of 388 students (204 boys and184 girls) drawn from nine (9) Senior Secondary Schools. Three Research Instruments: Algebra Achievement Test (AAT), Algebra Attitude Scales (AAS) and Algebra Anxiety Questionnaire(AAQ) were developed. All instruments were used for pre- and post-tests scores and were analysed using Covariance (ANCOVA) and descriptive statistics. All the hypotheses were tested at 0.05 level of significance. Results showed that there was a statistically significant main effect of Treatment on students’ achievement in Algebra. There was a statistically significant main effect of Treatment on students’ attitudes toward Algebra. There was a statistically significant main effect of gender on students’ achievement in Algebra. The findings of the study revealed that students’ achievement was enhanced when PBL and BL strategies were used. It was further observed that students attitude towards algebra were enhanced when exposed to PBL and BL strategies. The students taught with PBL and BL showed less anxiety than their counterparts taught using the TLM. The studies showed that the most innovative strategy on students achievement is the BL while the PBL revealed that the most innovative strategy on students’ attitudes and anxiety. Based on the results of this study, it was recommended that the strategies of PBL and B L should be adopted in the teaching of mathematics at the senior secondary school level.