Comparing a Hybrid Mathematics Course with a Conventional Mathematics Course: A case study at a University of Technology

Abstract

This study compares student performance in an undergraduate mathematics education course (MTMC 101) using a Traditional Learning Model (TLM) and a Blended Learning Model (BLM) at a University of Technology (UoT). The study seeks to find out if a Hybrid Learning Model is appropriate for teaching learning and assessment in an undergraduate mathematics course. The sample of both groups, control (TLM) and experimental groups (BLM) consisted of 150 students respectively. Student examination scores of both groups were analysed quantitatively. A random sample consisting of 40 students, from the BLM group, were clinically interviewed and a qualitative analysis was performed. The theory of connectivism was used to analyse the data. The quantitative analysis indicates that the BLM students performed better than the TLM students. The qualitative analysis indicated that resources, communication and collaboration were preferred in the BLM. The study has implications for both curriculum development and pedagogical considerations for the training of pre-service secondary school mathematic teachers in a twenty first century undergraduate course at a UoT.