The Impact of Blended Learning Upon Mathematics Attitude and Academic Achievement

Authors

  • Joseph Boon Zik Hong, Nur Nazathul Adha Binti Abdullah, Cheong Tau Han, Teoh Sian Hoon, Asmahan Bt Abd Razak, Li Juan, Kee Boon Hui

DOI:

https://doi.org/10.47750/pnr.2022.13.S10.042

Abstract

The Malaysia education system had changed due to enforcement of Movement Control Order by the government. The students are required to learn in their own space using mobile devices as intermediaries. The education system has implemented blended learning and the students learn through that particular instructional strategy. Yet, the concern arises with regard to the blended learning method's impact toward high achieving students. Thus, the purpose of the study is to identify the impact of blended learning toward high achieving studentsā€™ attitude toward mathematics, how the students perceive learning mathematics through blended learning and the impact of blended learning toward students' mathematics achievement. The purposive sampling had been implemented in targeting high achieving secondary school students who enrolled in 2 in daily schools in Bachok, Kelantan which indicates school B and C, involving 100 students. The descriptive statistic used in analyzing the finding. Based on the finding, there is a positive impact of blended learning toward high achieving students' attitude in Mathematics. However, the finding shows that the students did not favor learning mathematics through blended learning and they preferred learning through traditional learning. Moreover, from the findings also, it shows that the high achieving students' achievement decreases and the majority of the students get lower grades during blended learning.

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Published

2023-01-30

How to Cite

Joseph Boon Zik Hong, Nur Nazathul Adha Binti Abdullah, Cheong Tau Han, Teoh Sian Hoon, Asmahan Bt Abd Razak, Li Juan, Kee Boon Hui. (2023). The Impact of Blended Learning Upon Mathematics Attitude and Academic Achievement . Journal of Pharmaceutical Negative Results, 405ā€“413. https://doi.org/10.47750/pnr.2022.13.S10.042

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Articles