Abstract:

Flexibility in education can be achieved by applying a blended learning (BL) approach. In a BL setting, a series of classes is developed in which classroom instruction alternates with online learning activities. In this paper, we focus on the result of a repeated factoral experiment for a mathematics course in a Belgian secondary school group, in the first quarter of 2020. The research design aims at building a BL model for mathematics that is based on the 4C/ID model. In the study, 4 groups of students, in the 9th grade, (age 15 years on average), from two types of secondary education are subjects of the experiment: 38 students from general secondary education and 28 students from the technical secondary education.

The groups each received a module in a Blended learning approach (3 lessons), using Smartschool as an LMS, and a consecutive module consisting of 3 lessons of conventional in-class teaching. The topic was focused on first degree equations in mathematics. The BL approach consisted of the use of a printed course, pdf documents, online exercises, instructional YouTube videos, online exercises and Wiki pages. Face-to-face time was then reduced to the discussion of the crucial aspects that were important to do the exercises. Although students could work at their own pace in the BL mode, they were supposed to process the online material during class time. They could proceed or repeat at home if necessary.

Next to an experimental set-up in an ecological setting, which is rare in the extant literature, a novelty of the approach consisted of developing mathematical online material related to first degree equations, based on an established pedagogical theory: the 4C/ID model.

All students completed tests following both type of classes. Next to this, a survey was administered and focus groups were organized to discuss and capture the experiences and preferences of the students. This resulted in collection of quantitative and qualitative data, including objective learning outcomes and students’ preferences. Because of the outbreak of the Covid crisis and a lockdown of secondary education in Belgium, the experiment could not be fully administered. Nevertheless, a considerable amount of valid data could still be analyzed.

Overall, it can be concluded that objective test results following the BL classes were not significantly different from those of the tests following the face-to-face classes. Students found BL to be a promising approach that requires future elaboration. They would prefer to keep BL but would like flexibility to decide when and where to apply it. Contrary to some findings in the literature, they recognized the potential of the self-paced method and experienced less teacher pressure. If required, they could continue at home with the theory and further complete the exercises. Some peer pressure and difficulties with self-regulation could be observed.

In the follow-up research, the aim is to further elaborate on the online maths exercises and refine the experimental set-up, in a post-Covid context. Video material will be enhanced and extended and more effort will be put in optimizing the blend between online and face-to-face learning activities.

Keywords:

Blended Learning, Secondary Education, Mathematics teaching, quasi-experiment, 4C/ID.