Investigating the implementation of blended learning instruction in mathematics foundations at higher colleges of technology

• Main Author: Eusebio, Manuel T.
• Format: text
• Language: English
• Published: Animo Repository 2013
• Subjects: Blended learning; Mathematics > Instruction and study; Mathematics
• Online Access: https://animorepository.dlsu.edu.ph/etd_doctoral/347
• Institution: De La Salle University

This investigative study on the implementation of blended learning instruction in Mathematics Foundations at Higher Colleges of Technology employed both quantitative and qualitative methods of analysis in finding out the appropriate blended learning implementation model. Participants of the study included Freshmen foundation Emirati students (n= 316), two groups of students labeled as Non-Pilot and Pilot students, and four faculty members of first semester of Academic Year 2011-2012. The Non-Pilot students received the blended learning instruction using a textbook plus Pearson as supplement. The Pilot group received the blended learning instruction using the Pearson Learning Solutions software in a full assessment driven environment. Data on academic performance of HCT math students in both the non-pilot classes (using Pearson as an online supplement) and the pilot classes (using Pearson in a full assessment-driven instruction) and the, attendance percentages, perception on Pearson website quality, teacher evaluation and issues in implementing blended learning instruction were generated, analyzed and interpreted. Quantitative data analysis utilized descriptive statistics while qualitative data analysis made use of ATLAS.TI software. Based on academic performance and evaluation of Pearson website culled thru survey questionnaire, interview and focus group discussions, results showed that traditional lecture plus online supplement is deemed appropriate to Mathematics Foundations in Higher Colleges of Technology. The study concluded with implementation of a traditional plus online model which requires the following components: 1) Content matched with the desired learning outcomes, 2) appropriate language and context of Pearson questions items, 3) performance feedback made available to the students, 4) availability of non-online resources, and 5) online practice drills to be conducted inside the classroom during class time.