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This study aims to investigate the effect of blended learning on students’ achievement for the topic of quadratic equation in mathematics education. The sample of the study consists from 34 student of tenth class of Oğuzeli Multi Programming High School of Gaziantep city at the 2012-2013 Education and training term. 10 questioned exam were used for pre-test and 10 questioned another test were used for post-test as data collecting tool. Arithmetic average, independent-samples t-test and pairedsamples t-test were used to analyze the data. The findings of this study showed that there is a significant increase in students' achievement scores in instructional applications of the face to face learning approach. Likely there is also a significant increase in students' achievement scores in instructional applications of the blended learning approach. However there is not any statistically significant difference in achievement scores of students between the face to face and blended learning groups.
This study aims to investigate the effect of mixed learning on students' achievement for the topic of quadratic equation in mathematics education. The sample of the study consists of 34 students of the tenth class of Sonseli Multi Programming High School of Gaziantep city at the 2012-2013 Education and training term. 10 questioned exam were used for pre-test and 10 questioned another test were used for post-test as data collecting tool. Arithmetic average, independent-sample t-test and pairedsamples t-test were used to analyze the data. The findings of this study showed that there is a significant increase in students' achievement scores in instructional applications of the face to face learning approach. There is also a significant increase in students' achievement scores in instructional applications of the blended learning approach. However there is no statistically significant difference in achievement scores of students between the face to face and mixed learning groups.
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