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Effect of blended learning on mathematical achievement and anxiety: A context-based technology integration for meaningful learning
By Shishigu, Aweke
Ethiopia has envisioned becoming a middle-income country in the year 2030. To achieve this vision, several initiatives including the ESDP (I-VI), GQIP, and the education development Roadmap have been undertaken to improve the quality of education at all levels. Apart from those initiatives, it is equally important to rethink of a pedagogical approach that suits the contemporary technological advancement and cultural contexts. Currently, our world is experiencing scientific and technological changes, but the customary methods are relatively unable to cope with these changes. It is no longer viable to rely on one-size-fits-all curriculum. So far, the impact of instructional technology on students learning is not consistent and lacks specific context of students’ environment. This indicates that there is a need for intensive investigation to make learning more meaningful and interactive. This study aimed to restructure the existing mathematics course in Ethiopian higher education so as to produce a pedagogically enhanced learning environment. To achieve the goal of the study, a pedagogical intervention with a time series design was made at Wolkite University, Ethiopia. The repeated measures ANOVA show significant difference between students’ mean scores of course achievement measured before, during and after the intervention (F (2.182, 52.358) = 8.354, p <.05, ƞ2 = 0.258). The multiple comparison test further shows a significant improvement of students’ mathematical achievement. It was also found that when technology was used as a tool to enhance students learning, it can overcome the math anxiety caused by the cognitive failure. Therefore, blended learning could be a good approach to enhance students’ mathematics achievement. This might also be extended at lower levels. Additional imperative implications for practice and future research are forwarded. © The Author(s) 2024.
Understanding and practice of active learning among upper primary school science and mathematics teachers
By Michael, Kassa
Active learning methods have established significance in the teaching-learning of science and mathematics. This study investigated the understanding, beliefs, self-efficacy, practices, and challenges of active learning among upper primary school (grades 7 and 8) science and mathematics teachers in Ethiopia. Data were collected from 155 teachers drawn from nine schools of Addis Ababa, Amhara, and the Southern Regional States using validated questionnaires and observation. Descriptive analysis was employed to make meaning of the collected data. The result showed that teachers lack to have an appropriate understanding of active learning. But they have shown fairly consistent positive belief and self-efficacy about the outcomes of active learning if they use them in their classes. Teachers believed that they implement active learning to a higher extent. The result further indicated that teachers differ in their understanding, practices, and efficacy of active learning across their gender and educational levels. High teaching load, large class size, lack of teachers' motivation, shorter instructional time, the subject they teach, absence of guidelines for active learning methods at school, and lack of appropriate knowledge and skill of active learning methods were the common challenges reported by teachers. The findings of this study imply that there is a need to enhance teachers’ understanding of active learning and to provide continuous support to them to use active learning even in challenging situations. © 2023 The Authors
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