Özet:

The contribution of algebra to a shared understanding of the world and the society is vital to the development of science, technology and engineering. Thus, the teaching of algebra in schools must be maximised. This study examined the effects of blended learning (BL) and problem-based learning (PBL) instructional strategies on senior secondary school students’ achievement in algebra in Lagos State in Southwest, Nigeria. Problem based learning is a learner-centred strategy hinged on problem solving heuristics in which learners are presented with ill structured problems and engaged the problems in a small collaboratory peer teaching to arrive at solutions to the problems. Blended learning is a learning strategy which supplements traditional face to face instruction congruent to the traditional lecture method (TLM) with a computer-based algebrator in which students were subscribed to a class e-mail list. Three research questions and three hypotheses were generated to guide the study. A quasi-experimental pre-test, post-test, non-equivalent control group design was adopted for this study. Multistage sampling techniques were applied to select sample of 388 students (204 boys and 184 girls) drawn from nine secondary schools in which intact classes were used. One research instrument, Algebra Achievement Test (AAT) was developed and the AAT was used for pretest and posttest. Analysis of covariance (ANCOVA) was used to test the hypotheses while the descriptive statistics of means and standard deviations were used to answer the research questions. All the hypotheses were tested at a=0.05 level of significance. Results showed that there was a statistically significant main effect of treatment on students’ achievement in algebra. There was a statistically significant main effect of gender on students’ achievement in algebra. There was no statistically significant interaction effect of treatment and gender on students’ achievement in algebra. The findings of the study revealed that the students’ achievement in algebra was enhanced when PBL and BL strategies were used than when TLM was used. Based on the findings of this study it was recommended that efforts should be made to integrate the philosophy of BL and PBL into the preservice teachers’ curriculum at the teacher preparation institutions in Nigeria.

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