Blended Learning Effect on Mathematical Skills: A Meta-Analysis Study

Abstract

Blended learning facilitates the learning needs of students with maximum study time. Students will be more ready to accept material in class because they have previously studied the material at home. Previous research investigating the effect of implementing blended learning in improving math skills showed ambiguous results. Based on this gap, the purpose of this study was to examine the effect of blended learning in improving students' mathematical abilities using a meta-analytic research design. This meta-analytic study synthesized 37 effect sizes derived from 26 primary studies. The results of the study obtained a combined effect size of (d=1.01; p=0.00), this effect size is in the large effect category. It can be concluded that the use of blended learning has a major effect on students' mathematical abilities when compared to traditional learning. The results of the research based on the moderator variable show that the effect of the blended learning model on math skills is different based on the type of skill (Qb=20.10; p=0.00), media platforms (Qb=4.12; p=0.04), grade of education (Qb)=20.14; p=0.00), and type of publication (Qb=12.71; p=0.00). However, there was no difference based on the sample size group (Qb=0.20; p=0.65). The results of this study can enrich insights into knowledge about the effectiveness of applying blended learning in improving math skills, so that it can be used as a basis for making the right decisions for stakeholders.