Effects of Math E-Blended Instruction on Grade 10 Students' Performance and Attitude Towards Geometry

Abstract

INTRODUCTION

Today's society is one where progress in science and technology has led to a vast accumulation of knowledge. There is so much that is being discovered, rediscovered, invented, improved upon, changed that it is practically impossible to know everything there is to know. A student today is faced not only with a barrage of data, facts, and information but also with multiple and diverse choices and the different problems that accompany progress and development. Since one of the main functions of school is to provide students with skills they will need to better adapt to the environment, an important goal for schools would be to increase student's ability to recognize problems and their causes, to come up with alternative solutions to problems, to demonstrate flexibility and creative in thinking and in problem-solving, and to assume a certain amount of responsibility for problems they encounter.

METHODS

The quasi-experimental method of research was used in this study using the pre-test and post-test design. It involved two groups of respondents who were each subjected to the control group and the experimental group. The respondents have been randomly assigned between the groups, and the researcher only tested one effect at a time. In this research, a control group performance rating was compared to an experimental group performance to test the comparability.

RESULTS

The null hypotheses of no significant difference in the performance and attitude towards Geometry of the control and experimental groups before and after the experiment were rejected. This result revealed that students in the experimental group have higher performance and have a more positive attitude towards Geometry before and after the experiment. The comparison of the performance and attitude towards Geometry before and after the experiment making adjusted reading comprehension as the covariate.

DISCUSSIONS

The study revealed that the application of e-blended instruction improved the performance and attitude of the students towards geometry. In line with this, the researcher recommends the following: The school administrators should provide a venue for teachers to learn and practice the use of e-blended instructions. Likewise, mathematics teachers should be updated on the current trends in teaching so as to maximize the benefits of learning to the students. Lastly, future researchers should make a study on e-blended instructions to other mathematics subjects and other disciplines as well.