Effectiveness of Blended Learning Techniques in Teaching Laws of Exponents
Keywords:blended learning, experimental/comparison group, laws of exponents
This study sought to ascertain whether blended learning techniques helped teach the laws of exponents to students in Grade 7 at Pulo National High School-Diezmo Ext., City of Cabuyao, Laguna for the SY 2021-2022. For this investigation, a quasi-experimental research approach was used. Sixty (60) seventh-grade students took part in this study. The pretest and posttest used in this study covered the fundamental idea of laws of exponents. The experimental group outperformed the comparison group on average, scoring a mean of 26.13 as opposed to 18.27 for the comparison group, according to the formative test results. The formative assessments for the two groups differed noticeably on p.01. Results from the posttest frequently improved over those from the pretest. The difference between the pretest and posttest mean scores was significant at p.01 for the experimental and comparison groups, indicating that it is very effective for both groups of students. The difference between the pretest and posttest scores for the experimental group produced a t-value of 9.525, which is significant at p.01. Based on the study's findings, the researchers concluded that blended learning is a successful intervention that may be used in the classroom to help kids get better at math.
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