Enhancing the blended learning experience of Calculus I students

Al-Ghassani, Asma; Shamsi, H. Al; Islam, Mofidul; Al-Salti, N.; Al-Hasni, I.

doi:10.5899/2015/metr-00073

Cited by 3 publications

(1 citation statement)

References 2 publications

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“…In line with the findings of this study, previous researchers envisioned that new technology such as computer-assisted instruction should be used in the teaching of abstract concept in mathematics (Ahmad et al, 2008;Awodeyi et al, 2014;Bhatti, 2013). The findings of this study is also in agreement with many previous studies such as (Al-Ghassani et al, 2015;Al-Madani, 2015;Awodeyi et al, 2014;Ceylan & Kesici, 2017;Delaney et al, 2010;Fakhir, 2015;Lin et al, 2017;Siew-Eng et al, 2010;Syarif & Sofyan, 2012;Viz & Kaur, 2017;Yilmaz & Oghan, 2010) all of which reported blended learning as a good approach with a potential of improving students achievement and instructional delivery in mathematics courses as well as understanding of concepts in the subject matter (Akgündüz & Akınoğlu, 2017;Awodeyi et al, 2014;Balasubramaniam et al, 2018;Lin et al, 2017;Rozeboom, 2017). It is also in line with the findings of Almasaeid ( 2014) who found improved science achievement and with the findings of Olelewe and Agomuo (2016), who found an improved achievement in programing language.…”

Section: Effect On Mathematics Achievementsupporting

confidence: 94%

Supplemental Blended Learning Model as an Approach Towards the Enhancement of Competency Based Education: An Experience from a Pedagogical Intervention

Shishigu

2022

Journal of Educational Technology Systems

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Due to its emphasis on the integrated nature of what students need to learn, competency-based education is considered as the leading paradigm for innovation and development. Due to meager adaption of technology integration, the education system has been severely affected by COVID-19 pandemic. The aim of this study was to redesign the existing mathematics course in Ethiopian higher education to produce a pedagogically enhanced learning environment. To achieve the goal of the study, a pedagogical intervention with a time series design was employed at Wachemo University, Ethiopia. The result of the study shows a significant improvement of students’ course achievement. The model was found to be essential for the transformation to ICT mediated learnin, which is the future most dominant factor. Due to the several challenges associated while implementing blended learning, this type of model is far important when trying to change the customary face-to-face environment to computer mediated one.

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Section: Effect On Mathematics Achievementsupporting

confidence: 94%

Supplemental Blended Learning Model as an Approach Towards the Enhancement of Competency Based Education: An Experience from a Pedagogical Intervention

Shishigu

2022

Journal of Educational Technology Systems

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The Effect of Blended Learning on Student Learning Outcomes in Calculus Vector Course

Tasman

Ahmad

Rifandi

et al. 2021

J. Phys.: Conf. Ser.

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Rapid development of technology has become an inseparable part of life. This poses a challenge for the world of education to be able to take advantage of technological developments in achieving educational goals. However, switching from a direct learning model to technology-based learning requires a lot of effort and money. However, this can be started with the Blended Learning Model. This study aims to analyse whether student learning outcomes are better with the application of Blended Learning using e-learning and to describe how student learning activities with the Blended Learning model. This type of research is a combination of quasy-experiment and descriptive research. The research data are the value of the midterm exam and the final semester test scores after the implementation of the learning Blended Learning model which will be analysed. Therefore, it can be compared students’ learning outcomes using the Blended Learning model with student learning outcomes with the conventional learning model. Based on the results of data analysis, it can be concluded that the N-gain test results obtained from the control class are better than the experimental class, which means that the use of the Blended Learning model is less effective in improving student learning outcomes in vector calculus subjects.

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Effect of blended learning on mathematical achievement and anxiety: A context-based technology integration for meaningful learning

Shishigu,

Michael,

Atnafu

2024

E-Learning and Digital Media

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Ethiopia has envisioned becoming a middle-income country in the year 2030. To achieve this vision, several initiatives including the ESDP (I-VI), GQIP, and the education development Roadmap have been undertaken to improve the quality of education at all levels. Apart from those initiatives, it is equally important to rethink of a pedagogical approach that suits the contemporary technological advancement and cultural contexts. Currently, our world is experiencing scientific and technological changes, but the customary methods are relatively unable to cope with these changes. It is no longer viable to rely on one-size-fits-all curriculum. So far, the impact of instructional technology on students learning is not consistent and lacks specific context of students’ environment. This indicates that there is a need for intensive investigation to make learning more meaningful and interactive. This study aimed to restructure the existing mathematics course in Ethiopian higher education so as to produce a pedagogically enhanced learning environment. To achieve the goal of the study, a pedagogical intervention with a time series design was made at Wolkite University, Ethiopia. The repeated measures ANOVA show significant difference between students’ mean scores of course achievement measured before, during and after the intervention (F (2.182, 52.358) = 8.354, p < .05, ƞ2 = 0.258). The multiple comparison test further shows a significant improvement of students’ mathematical achievement. It was also found that when technology was used as a tool to enhance students learning, it can overcome the math anxiety caused by the cognitive failure. Therefore, blended learning could be a good approach to enhance students’ mathematics achievement. This might also be extended at lower levels. Additional imperative implications for practice and future research are forwarded.

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Enhancing the blended learning experience of Calculus I students

Cited by 3 publications

References 2 publications

Supplemental Blended Learning Model as an Approach Towards the Enhancement of Competency Based Education: An Experience from a Pedagogical Intervention

Supplemental Blended Learning Model as an Approach Towards the Enhancement of Competency Based Education: An Experience from a Pedagogical Intervention

The Effect of Blended Learning on Student Learning Outcomes in Calculus Vector Course

Effect of blended learning on mathematical achievement and anxiety: A context-based technology integration for meaningful learning

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