<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Dinkissa Gofer Abdissa</style></author><author><style face="normal" font="default" size="100%">Gemechis File Duressa</style></author><author><style face="normal" font="default" size="100%">Teklu Tafase Olkaba</style></author><author><style face="normal" font="default" size="100%">Eyasu Gemechu Feyissa</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">THE EFFECT OF BLENDED LEARNING EDUCATIONAL MODEL ON SECONDARY SCHOOL STUDENTS’ MATHEMATICS ACHIEVEMENT</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">blended learning</style></keyword><keyword><style  face="normal" font="default" size="100%">mathematics achievement</style></keyword><keyword><style  face="normal" font="default" size="100%">quasi-experimental</style></keyword><keyword><style  face="normal" font="default" size="100%">secondary school</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2025</style></year><pub-dates><date><style  face="normal" font="default" size="100%">February/2025</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://oaji.net/articles/2023/457-1741761950.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">83</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Blended Learning has gained significant attention for its potential to enhance student achievement. However, its implementation in secondary education, especially in developing countries like Ethiopia, faces barriers such as infrastructure limitations, pedagogical challenges, and socio-economic factors. This study aimed to evaluate the effect of a blended learning model on the mathematics achievement of tenth-grade students in Ethiopia. A quasi-experimental design with non-equivalent groups, using both pre- and post-tests was employed. Two pre-existing classes from different schools were assigned to either the experimental group (n = 38) or the comparison group (n = 45) using lottery method. Prior academic records showed similar levels of mathematics achievement between the groups. A pre-test, covering topics like relations and functions, polynomial functions, and exponential and logarithmic functions, confirmed group equivalence. The data were analyzed using one-way ANOVA, which revealed that students in the blended learning group outperformed those in the conventional teaching group. A significant mean difference of 19.999 was observed, with a substantial effect size, as indicated by paired sample t-tests. These results suggest that blended learning is more effective than conventional methods in improving mathematics achievement. The study advocates for incorporating blended learning into the mathematics curriculum and urges policymakers and educators to consider adopting this model to enhance educational outcomes.</style></abstract><issue><style face="normal" font="default" size="100%">1</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">9-29</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Dinkissa Gofer Abdissa</style></author><author><style face="normal" font="default" size="100%">Gemechis File Duressa</style></author><author><style face="normal" font="default" size="100%">Teklu Tafase Olkaba</style></author><author><style face="normal" font="default" size="100%">Eyasu Gemechu Feyissa</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">EFFECT OF BLENDED LEARNING EDUCATIONAL MODEL ON SECONDARY SCHOOL STUDENTS’ MATHEMATICS CONCEPTUAL UNDERSTANDING </style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">blended learning</style></keyword><keyword><style  face="normal" font="default" size="100%">conceptual understanding</style></keyword><keyword><style  face="normal" font="default" size="100%">educational model</style></keyword><keyword><style  face="normal" font="default" size="100%">lab rotation model</style></keyword><keyword><style  face="normal" font="default" size="100%">mathematical concept</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2024</style></year><pub-dates><date><style  face="normal" font="default" size="100%">October/2024</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://oaji.net/articles/2023/457-1728583225.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">82</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">The study was conducted to assess the effect of a blended learning educational model on grade ten students' mathematics conceptual understanding in Ethiopia. A non-equivalent pre-test and post-test quasi-experimental design was employed. Two intact classes from different schools were randomly selected and assigned to experimental (n=38) and comparison group (n=45). From the previous semester, students’ record book revealed that both groups have almost an equivalent mathematics performance. A one-way ANOVA and paired sample t-test were used to analyze the data. Moreover, to check the equivalence of the groups, the same pre-test was developed and administered. The result indicates that both groups were equivalent. The test covers tenth-grade topics relations and functions, polynomial functions, exponential functions, and logarithmic functions. The study shows that students instructed through the blended learning approach surpassed those taught via the conventional method in their comprehension of mathematical concepts. The one-way ANOVA statistical result revealed there is a notable disparity between groups with effect size of η2 =.269, which is a large effect size. Moreover, a paired sample t-test shows the experimental group showed a substantial mean difference of 14.327 with a very large effect size (d=1.016) when compared with the comparison group. Thus, the study shows that blended learning was more effective in improving mathematical conceptual understanding when compared with a conventional method of teaching. Based on the findings, the researcher recommends blended learning in mathematics education and suggests stakeholders and policymakers incorporate the model into the curriculum.</style></abstract><issue><style face="normal" font="default" size="100%">5</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">585-599</style></section></record></records></xml>