A COMPARATIVE STUDY OF BLENDED LEARNING AND TRADITIONAL FACE TO FACE INSTRUCTION IN MATHEMATICS AT BUSITEMA UNIVERSITY, NAGONGERA CAMPUS
| dc.contributor.author | KIBET ENOCK | |
| dc.date.accessioned | 2026-08-29T08:54:08Z | |
| dc.date.available | 2026-08-29T08:54:08Z | |
| dc.date.issued | 2026-08-29 | |
| dc.description.abstract | This study compared the effectiveness of blended learning and traditional face-to-face instruction in Mathematics at Busitema University, Nagongera Campus. The increasing integration of educational technologies in higher education has encouraged the adoption of blended learning approaches that combine conventional classroom instruction with online learning platforms. Although blended learning had gained popularity worldwide and widely adopted during the COVID-19 pandemic, its effectiveness in improving mathematics learning within the Ugandan university context remained inadequately understood. The study employed a descriptive survey research design to investigate students' experiences and perceptions of blended learning and traditional face-to-face instruction. A sample of 80 undergraduate students was selected from Busitema University, Nagongera Campus, using appropriate sampling techniques. Data were collected through structured questionnaires and mathematics performance records to assess students' academic performance, engagement, participation, and attitudes toward the two instructional approaches. Quantitative data were analyzed using the Statistical Package for the Social Sciences (SPSS). Descriptive statistics, including frequencies, percentages, means, and standard deviations, were used to summarize the data, while inferential statistics, including the independent samples t-test, were employed to determine whether significant differences existed in academic performance between students exposed to blended learning and those taught through traditional face-to-face instruction. The study was guided by Constructivist Learning Theory and the Technology Acceptance Model (TAM), which provided a theoretical foundation for understanding how active learning and technology acceptance influence students' learning outcomes. The findings provide empirical evidence on the comparative effectiveness of blended learning and traditional face-to-face instruction in Mathematics. The study contributes to improving instructional practices, enhancing students' learning experiences, and informing policy and institutional decisions regarding the integration of educational technologies at Busitema University and other higher education institutions in Uganda. | |
| dc.description.sponsorship | YAPCHEMUSTO AGNES | |
| dc.identifier.citation | KIBET LEVI | |
| dc.identifier.uri | https://bdears.busitema.ac.ug/handle/123456789/9180 | |
| dc.language.iso | en_US | |
| dc.publisher | KIBET ENOCK | |
| dc.relation.ispartofseries | 675; 009 | |
| dc.title | A COMPARATIVE STUDY OF BLENDED LEARNING AND TRADITIONAL FACE TO FACE INSTRUCTION IN MATHEMATICS AT BUSITEMA UNIVERSITY, NAGONGERA CAMPUS |