**EURASIA Journal of Mathematics, Science and Technology Education**
Volume 13, Issue 3 (March 2017), pp. 741-770

DOI: 10.12973/eurasia.2017.00641a

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**Research Article**

*Published online on Dec 09, 2016*

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**The Effect of Blended Learning in Mathematics Course**

Ya-Wen Lin, Chih-Lung Tseng & Po-Jui Chiang

With the advent of the digital age, traditional didactic teaching and online learning have been modified and gradually replaced by “Blended Learning.” The purpose of this study was to explore the influences of blended learning pedagogy on junior high school student learning achievement and the students’ attitudes toward mathematics. To investigate the outcomes of the combination of Moodle online teaching platform and traditional instruction, a quasi-experiment was conducted using a pre-test–post-test control group design. ANCOVA and MANCOVA analyses showed that the blended learning experience benefitted students in the experimental group by having a positive effect not only on the learning outcomes, but also on their attitudes toward studying mathematics in a blended environment. Preliminary results indicated that male students and high-ability students were more motivated in the blended learning environment. Students gave positive feedback on the use of the Moodle learning platform for mathematics after experiencing blended learning.

Keywords: ability differences; blended Learning; gender; mathematics attitude; Moodle.

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