Effect of Blended Instructional Strategy on Achievement and Misconceptions in Mathematics Concepts among Secondary School Students in Sokoto State, Nigeria
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Key Points
Blended instructional strategy improved students' achievement in mathematics concepts significantly.
The achievement levels increased significantly compared to the conventional method, with statistical support.
A non-randomized control group, pretest-posttest quasi-experimental design was used for assessment.
Findings suggest that integrating technology can enhance the learning experience and outcomes in mathematics.
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Implication
Quasi-experimental design shows improved math achievement and reduced misconceptions in secondary students, indicating blended learning's effectiveness.