Department of Mathematics

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Browsing Department of Mathematics by Author "Chebet, Sandra"

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    The Impact Of Blended Learning Technique On The Performance Of Students In Mathematics At Nagongera Campus, Busitema University
    (Busitema University, 2024) Chebet, Sandra
    Blended learning, which combines traditional face-to-face instruction with online learning, has gained popularity in recent years as a means of enhancing student performance in various disciplines. This report examined the impact of blended learning on the performance of students in mathematics courses at Nagongera campus, Busitema University. Busitema University is a public university in Uganda, with its main campus located in Busitema and several other campuses, including Nagongera. The university offers a variety of programs, including mathematics courses, which are critical for students pursuing degrees in science, technology, engineering, and mathematics (STEM) fields The implementation of blended learning in mathematics courses at Nagongera campus involved a combination of traditional classroom instruction and online learning activities. The online component includes the use of learning management systems (LMS), educational videos, interactive quizzes, and discussion forums. This approach allows students to learn at their own pace and engage in collaborative learning activities. The study examined the impact of blended learning on student performance by comparing the grades of students who participated in blended learning courses with those who took traditional face-to-face courses. The study also analyzes the factors that contribute to the success of blended learning, such as student engagement, motivation, and satisfaction. The study found that students who participated in blended learning courses performed better than those who took traditional face-to-face courses. The results suggest that blended learning provides students with more opportunities to engage with the course material, review difficult concepts, and receive feedback on their progress. Moreover, the study found that blended learning increased student motivation and satisfaction, leading to higher levels of engagement and participation. Despite the benefits of blended learning, the study identified several challenges that need to be addressed to ensure its success. These challenges include: Limited access to technology: Some students may not have access to the necessary technology to participate in online learning activities. Lack of technical skills: Some students may lack the necessary technical skills to navigate the online learning environment. Limited internet connectivity: Limited internet connectivity in some areas may hinder students’ ability to access online resources. Time management: Balancing the demands of online and face-to-face learning activities can be challenging for some students. Inadequate training for instructors: Instructors may require training on how to design and deliver effective blended learning courses. To maximize the impact of blended learning on student performance in mathematics courses at Nagongera campus, Busitema University, the following recommendations were suggested: Provide students with access to technology and training on how to use it effectively. Develop online resources that are accessible and user-friendly for all students. Ensure that instructors receive adequate training on how to design and deliver effective blended learning courses. Encourage collaboration between instructors and students to promote active learning and engagement. Monitor and evaluate the effectiveness of blended learning regularly to ensure continuous improvement.