Using blended learning to mitigate mathematics anxiety in high schools: Insights from Chris Hani West District, South Africa

Joseph Baidoo

doi:10.29333/ejmste/18510

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Joseph Baidoo ¹ ^*

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¹ Walter Sisulu University, Eastern Cape, SOUTH AFRICA^* Corresponding Author

Abstract

This mixed-methods study investigates the impact of blended learning (BL) on mathematics anxiety (MA) in under-resourced South African schools. Integrating qualitative interviews with 16 teachers and quantitative surveys of 201 learners, the results show that BL significantly boosts student engagement (mean = 4.59 vs. 3.52; d = 3.34, p < .001) and reduces MA compared with traditional methods. Thematic analysis reveals that self-paced modules, interactive tools, anonymized practice, and collaborative pedagogies aligned with cognitive-behavioral and constructivist principles drive anxiety reduction. Findings demonstrate BL’s efficacy in mitigating affective barriers to mathematics achievement despite contextual implementation challenges. Practical recommendations address resource constraints and optimize BL integration for enhanced learning outcomes.

Keywords

mathematics anxiety
blended learning
sequential exploratory design
learner engagement
resource-constrained contexts
pedagogical adaptation

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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

EURASIA J Math Sci Tech Ed, Volume 22, Issue 5, May 2026, Article No: em2833

https://doi.org/10.29333/ejmste/18510

Publication date: 04 May 2026

Article Views: 17

Article Downloads: 8

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How to cite this article

APA

Baidoo, J. (2026). Using blended learning to mitigate mathematics anxiety in high schools: Insights from Chris Hani West District, South Africa. Eurasia Journal of Mathematics, Science and Technology Education, 22(5), em2833. https://doi.org/10.29333/ejmste/18510

Vancouver

Baidoo J. Using blended learning to mitigate mathematics anxiety in high schools: Insights from Chris Hani West District, South Africa. EURASIA J Math Sci Tech Ed. 2026;22(5):em2833. https://doi.org/10.29333/ejmste/18510

AMA

Baidoo J. Using blended learning to mitigate mathematics anxiety in high schools: Insights from Chris Hani West District, South Africa. EURASIA J Math Sci Tech Ed. 2026;22(5), em2833. https://doi.org/10.29333/ejmste/18510

Chicago

Baidoo, Joseph. "Using blended learning to mitigate mathematics anxiety in high schools: Insights from Chris Hani West District, South Africa". Eurasia Journal of Mathematics, Science and Technology Education 2026 22 no. 5 (2026): em2833. https://doi.org/10.29333/ejmste/18510

Harvard

Baidoo, J. (2026). Using blended learning to mitigate mathematics anxiety in high schools: Insights from Chris Hani West District, South Africa. Eurasia Journal of Mathematics, Science and Technology Education, 22(5), em2833. https://doi.org/10.29333/ejmste/18510

MLA

Baidoo, Joseph "Using blended learning to mitigate mathematics anxiety in high schools: Insights from Chris Hani West District, South Africa". Eurasia Journal of Mathematics, Science and Technology Education, vol. 22, no. 5, 2026, em2833. https://doi.org/10.29333/ejmste/18510