Please use this identifier to cite or link to this item:
Title: Comparing a hybrid mathematics course with a conventional mathematics course : a case study at a University of Technology
Authors: Naidoo, Kristie 
Naidoo, Richard 
Ramdass, K. 
Keywords: Undergraduate mathematics;University of Technology
Issue Date: 2016
Publisher: Kamla-Raj
Source: Naidoo, K., Naidoo, R. and Ramdass, K. 2016. Comparing a hybrid mathematics course with a conventional mathematics course : a case study at a University of Technology. International Journal of Educational Science. 15(3): 392-398.
Journal: International Journal of Educational Sciences (Delhi) (Print) 
This study compares student performance in an undergraduate mathematics education course using a Traditional Learning Model and a Blended Learning Model at the University of Technology. The control and experimental groups consisted of 150 students in each group. Student examination scores from both groups were analyzed quantitatively. A random sample consisting of 40 students, from the Blended Learning Model group, was clinically interviewed and a qualitative analysis was performed. The Theory of Connectivism informed the method used to analyze the data. The quantitative analysis indicates that the students performed better using blended learning. The qualitative analysis indicated that the students preferred the blended learning in terms of resources, communication and collaboration. The study has implications for both curriculum development and pedagogical considerations for the training of pre-service secondary school mathematic teachers in a 21st century undergraduate course at a University of Technology.
ISSN: 0975-1122
DOI: 10.31901/24566322.2016/15.03.10
Appears in Collections:Research Publications (Management Sciences)

Files in This Item:
File Description SizeFormat
Naidoo_IJES_Vol15#3_Pg392-398.pdf51.93 kBAdobe PDFThumbnail
Show full item record

Page view(s)

checked on Jul 13, 2024


checked on Jul 13, 2024

Google ScholarTM




Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.