Planning for Blended Teaching and Learning on Students Achievement in Mathematics in secondary Schools of Nyabihu District, Rwanda
DOI:
https://doi.org/10.53983/ijmds.v15n01.004Keywords:
Blended learning, Planning, Online learning, Mobile technologies, Collaborative learning, Mathematics achievement, Nyabihu District, RwandaAbstract
Purpose: This study evaluated the influence of planning for blended teaching and learning on students’ achievement in mathematics in day secondary schools of Nyabihu District, Rwanda. Specifically, it examined the blended learning components used in mathematics teaching (face-to-face instruction, online learning, mobile technologies, and technology-supported collaborative learning), determined the level of students’ mathematics achievement, and assessed the relationship between blended learning effectiveness and achievement outcomes. Methods: A descriptive survey design with a mixed-methods approach was used. The target population comprised 3,005 participants (120 teachers, 40 headteachers, and 2,845 students). A sample of 353 respondents was selected; teachers and headteachers were chosen purposively, while students were selected using simple random sampling. Data were collected using questionnaires and an interview guide. Instruments were validated and reliability checked prior to analysis. Quantitative data were analysed using descriptive statistics and inferential tests (Pearson correlation and regression), while qualitative responses were analysed thematically. Findings: The study found that blended learning components were reported as being used in schools: 60.3% strongly agreed on the use of face-to-face instruction; 67.6% strongly agreed on the use of online learning in mathematics; 75.0% strongly agreed that technology-supported collaborative learning was applied; and 67.6% strongly agreed on the use of mobile technologies for learning support. Regarding achievement, 57.4% strongly agreed that learners employ accurate mathematical operations, and 63.2% strongly agreed that enhanced national mathematics examination performance indicates achievement. Correlation and regression results showed a positive and statistically significant relationship (p < 0.05) between blended learning components and students’ mathematics achievement.: The study concluded that effective planning and implementation of blended learning are positively associated with improved mathematics achievement in Nyabihu District day secondary schools. Strengthening teacher capacity, infrastructure support, and school-level planning is recommended to enhance blended learning effectiveness.
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