The study investigated the impact of blended e-learning on pre-service teachers’ achievement in Mathematics. The sample consists of 280 level I pre-service teachers in school of sciences of Alvan Ikoku Federal College of Education Owerri. The...
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The study investigated the impact of blended e-learning on pre-service teachers’ achievement in Mathematics. The sample consists of 280 level I pre-service teachers in school of sciences of Alvan Ikoku Federal College of Education Owerri. The quasi-experimental research design adopting the pre-test, post-test non-equivalent type was used in carrying out the study. A researcher made objective test questions titled “Mathematics Achievement Test (MAT)” was used for data collection. It had reliability coefficient of 0.83 determined using Kuder-Richardson (KR20) formula. The control group was taught mathematics using the traditional method while the experimental group was taught using blended e-learning method (traditional and e-learning). The data generated were analysed using mean and standard deviation to answer the research questions while ANCOVA was used to test hypotheses at 0.05 level of significance. The result of the study revealed that blended e-learning is an effective method of
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