Effectiveness of combined and traditional learning method on math progress and improvement of elementary teachers' attitudes

Purpose: The present research was conducted with the aim of investigating the effectiveness of the blended learning approach and traditional face-to-face teaching on math progress and improving the attitude of primary teachers in Quds city.
Methodology: The current research was semi-experimental with a pre-test and post-test design, with two experimental groups and one control group. The statistical population of the research was made up of all the primary teachers of Quds city. The statistical sample includes 66 volunteer elementary teachers who were selected by purposive sampling. A mathematics achievement test developed by the researcher and the Dutton attitude scale were used. The participants in blended learning also completed a questionnaire developed by the researcher about their understanding of blended learning. Descriptive statistics using the analysis of variance method with repeated measures were used as data analysis (p<0.005).
Results: The results showed that the effect of combined learning method and traditional face-to-face teaching on math progress and improvement of primary teachers' attitudes was significant (p<0.001). The average scores of math progress variables and teachers' attitudes in the combined learning method group (p<0.001) and the traditional learning method group (p<0.001) were significantly higher than the control group; However, a significant difference was observed between the test groups (p<0.001). Participants enrolled in the blended learning format had better attitudes at posttest than teachers in traditional face-to-face instruction, but no differences were found for math achievement.
Conclusion: Participants in blended learning conditions value the flexibility of the course structure and control over the educational pace, but they state that time management and reducing the physical presence of the instructor are challenges. These findings suggest important elements to consider when designing blended learning courses.