Blended Learning Approach to Mathematics Education Modules: An Analysis of Pre-Service Teachers’ Perceptions

Abstract

Changes in the higher education institutions curriculum for South African schools have ushered in a blended learning approach to support the education process and to meet the needs of students. This change revolves around a blend of the use of online learning and traditional approaches to improve on pre-service mathematics teachers' knowledge and academic performance. This paper explored pre-service mathematics teachers' perceptions of the need for using a blended learning approach to mathematics education modules in other to ascertain if they will want to use b-learning in their future teaching career. This research involved a mixed-method using convenient purposive sampling to sample 42 pre-service mathematics teachers enrolled for a mathematics methodology module in a selected South African higher education institution. Responses to the questionnaire were used to conduct a descriptive analysis of each question. Qualitative data analysis from a semi-structured interview was analyzed thematically. The main finding revealed that pre-service mathematics teachers were optimistic that blended learning improved their performance, and have therefore expressed their readiness to adopt it in their future teaching career. However, pre-service teachers still need training and support to engage meaningfully in this approach to learning.

Analysing a Gap between Students’ Expectations and Perceptions: The Case of Blended Learning

“…The collected quantitative and qualitative data in this study confirm that preservice science teachers perceived the effectiveness of blended learning. The finding supports the evidence recorded in the previous research [13,26,27]. As mentioned by respondents (see Quotes 1-3), blended learning supports independent learning.…”

“…However, the author raised a concern about online collaboration. Positive impacts of a blended learning environment on learning experience and engagement were also captured from perceptions of undergraduates in Vietnam [13] and South Africa [27]. In contrast, students from three higher institutions in Indonesia [28] and a university in China [29] argued that the online session of blended learning was problematic.…”

Blended Learning as an Emerging Approach to Teacher Education in Higher Education in Sri Lanka: Lessons from a State-of-the-Art Review

“…Specialized teacher education programs offered through blended learning is increasing. The studies on which this review is based included specialized programs for physical education (Calderón et al, 2020); secondary education (Arnesen et al, 2019); elementary teacher education (Rachmadtullah et al, 2020); vocational education (Dharma & Rohendi, 2019); sustainability skills for teaching sustainability (Chin et al, 2019); English (Arifani et al, 2019;Farani, 2019;Islam et al, 2018;Koç, 2016;Yağcı et al, 2016); visual literacy (Huilcapi-Collantes et al, 2020); mathematics (Ihechukwu et al, 2017, Islam et al, 2018Nami et al, 2020;Ubah et al, 2020;Weinhandl et al, 2020;Yurniwati & Yarmi, 2020); physics (Krasnova & Shurygin, 2019); science education (Lee et al, 2016;Yılmaz & Malone, 2020); inclusive education (Vaishnav & Singh 2019); music education (Hietanen & Ruismäki, 2017;Tuisku & Ruokonen, 2017); literature (Eutsler, 2018), computer assisted language learning (Nami et al, 2020); accounting education (Suyatmini et al, 2020) and multiple specializations (Karimi & Ahmad, 2020).…”

“…Studies on satisfaction and positive perceptions adopted a range of research designs such as large scale surveys (Byrka, 2017;Yağcı et al 2016); experimental design (Kurt, 2017); case study (Chin et al, 2019;Shand & Farrelly, 2018; mixed methods (Holmes & Prieto-Rodriguez, 2018;Luisa & Panes, 2019;Ubah et al, 2020); and a qualitative approach (Ndlovu & Mostert, 2018;Weinhandl et al, 2020). According to Yağcı et al (2016) there was no significant difference across variables like gender, age, and year of study with regard to the perceptions of students on blended learning.…”

Transforming Teaching with ICT Using the Flipped Classroom Approach: Dealing with COVID-19 Pandemic

“…During the pandemic, there was an explosion in blended learning opportunities as online options increased steadily, and there was a need to use face-to-face time more efficiently [16,17]. A flipped classroom approach is a reformed blended learning approach Educ.…”