With the advent of the digital age, traditional didactic teaching and online learning have been modified and gradually replaced by “Blended Learning.” The purpose of this study was to explore the influences of blended learning pedagogy on junior high school student learning achievement and the students’ attitudes toward mathematics.
Material and methods:
To investigate the outcomes of the combination of Moodle online teaching platform and traditional instruction, a quasi-experiment was conducted using a pre-test–post-test control group design.
ANCOVA and MANCOVA analyses showed that the blended learning experience benefitted students in the experimental group by having a positive effect not only on the learning outcomes, but also on their attitudes toward studying mathematics in a blended environment.
Preliminary results indicated that male students and high-ability students were more motivated in the blended learning environment. Students gave positive feedback on the use of the Moodle learning platform for mathematics after experiencing blended learning.
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