The Impact of a Blended Learning Environment on the Achievement of Intermediate School Students in Mathematics

Abstract

This study investigates the influence of a blended learning environment on the academic achievement of intermediate school students in mathematics within Iraq. Employing an experimental design, two comparable groups were formed: an experimental group experiencing blended learning and a control group. The sample consisted of 63 students, with 31 in the experimental group and 32 in the control group, purposefully selected from Al-Ilm Al-Nafi Secondary School for Boys in Erbil, affiliated with the Ministry of Education. To address the research objective, an achievement test comprising 30 items was developed to assess the average performance and retention of subject content among first-grade students in mathematics. The test's validity, reliability, and psychometric properties were meticulously established. Utilizing the statistical software SPSS, data analysis was conducted.The primary findings unveiled a statistically significant discrepancy, at a significance level of 0.05, between the mean scores of the experimental and control groups in the post-achievement test. This disparity favored the experimental group, immersed in the blended learning environment. Drawing from the research outcomes, several conclusions were drawn, most notably that the integration of a blended learning approach contributes substantially to an enhancement in student achievement.By focusing on these findings, the study underscores the potential of blended learning to elevate academic achievement. This bears significant implications for educational practices, highlighting the importance of leveraging technology-enhanced methods to optimize student learning outcomes in mathematics and beyond.