EFFECT OF STATION–ROTATION STRATEGY OF BLENDED LEARNING ON STUDENTS' ACADEMIC PERFORMANCE AND ATTITUDE TOWARD MATHEMATICS AMONG SECONDARY SCHOOL STUDENTS IN KATSINA METROPOLIS, KATSINA STATE

Abstract

rotation blended learning strategy on students' academic performance and attitude in Mathematics among secondary school students in Katsina metropolis, Katsina state. The study was carried out on SSS II students in Katsina Education Quality Assurance Zone in Katsina State, Nigeria. Quasi-experimental design was adopted for the study. The sample size of this study consists of ninety (90) SSS II students which were drawn from two public co-educational schools in Katsina metropolis. Purposive sampling technique was used to select two schools for the study. Mathematics Achievement Test (MAQ) and Mathematics Attitude Questionnaire (MAQ) were used as instruments for the study. The reliability co-efficient of MAT and MRS are 0.83 and 0.89 respectively. ANOVA was used to test the hypotheses at 0.05 level of significant. The finding revealed that: Students taught using station-rotation blended learning strategy and those taught using conventional strategies on performance in mathematics. [F (2 90) = 272.645, P = 0.000]. Students taught using station-rotation blended learning strategy and those taught using conventional strategies on attitude in mathematics [F (2, 90) = 203.396, P = 0.000]. It concluded that blended learning strategy is more effective in improving the academic performance and attitude of students towards mathematics when compared with conventional method of teaching. It was recommended that teachers should be encouraged to integrate the station-rotation blended strategy in teaching secondary school Mathematics because of its positive effect on students' performance and attitude towards Mathematics.