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The Effect of Problem Solving Ability Based Blended Learning Towards The Pupils' Math Learning Outcomes

Published: 25 April 2021 Publication History

Abstract

This study aimed to describe the effect of problem solving ability based blended learning on mathematics learning outcomes of second year pupils' at Matheamatics Department in Musamus University. Type of this study is quantitative study using quasi-experimental methods and one-group pre-test and post-test design. The population in this study are all pupils' in Matematics Department in Musamus University. The sampling using saturated sampling technique (total sampling), thus the sample in this research amounted to 25 pupils. The data collection is done through tests, namely pre-test and post-test. The data analysis technique used in this study is descriptive analysis. Based on the result and discussion in this study, it can be concluded that there is an effect of problem solving to the mathematics learning outcomes of second year pupils' at mathematics Department in Musamus University. This is evidenced by the mean value of mathematics learning outcomes is 76.28 (good category). From these results it can be concluded that there was an effect of problem solving ability based blended learning to pupils' mathematics learning outcomes.

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  • (2024)Investigating Academic Confidence, Workload Stress, and Performance in a BlendFlex Computer Science CourseProceedings of the 2024 on Innovation and Technology in Computer Science Education V. 110.1145/3649217.3653606(583-589)Online publication date: 3-Jul-2024

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    ICLIQE 2020: Proceedings of the 4th International Conference on Learning Innovation and Quality Education
    September 2020
    868 pages
    ISBN:9781450375726
    DOI:10.1145/3452144
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    Published: 25 April 2021

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    1. Blended learning
    2. Learning outcomes
    3. Problem solving ability

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    • (2024)Investigating Academic Confidence, Workload Stress, and Performance in a BlendFlex Computer Science CourseProceedings of the 2024 on Innovation and Technology in Computer Science Education V. 110.1145/3649217.3653606(583-589)Online publication date: 3-Jul-2024

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