THE EFFECT OF GENDER IN PERFORMANCE OF MATHEMATICS BY USING BLENDED LEARNING

Abstract

Abstract: Blended learning has been shown to improve learning efficiency and to develop one’s ability to apply high-level knowledge. This study investigates gender differences in mathematics performance at the primary school level by integrating blended learning into teaching and learning. Prior to implementing blended learning, a pre-test was administered to 21 students. The post-test results were used as a measure for performance as an outcome. Result indicated that despite blended learning's ability to enhance students' learning quality, gender disparities do not affect mathematic performance.