Comparing Mathematics Performance Outcomes Between Learners Exposed and Not Exposed to a Blended Digital Learning Intervention
Keywords:
Mathematics achievement, Blended learning, DeltaMath, Quizizz, formative assessment, effect size, rural education.Abstract
Introduction: This study investigates differences in mathematics performance between learners exposed to a blended DeltaMath–Quizizz intervention and those who were not.
Methods: Using a quasi-experimental design with 70 learners equally divided between exposed and non-exposed groups, four continuous outcome measures were analysed: Check-in 1, Check-in 2, mean check-in score, and end-of-course (EOC) score. Descriptive statistics, Welch independent-samples t-tests, one-way ANOVA, and Cohen’s d effect sizes were computed to compare the groups. Correlations between interim assessments and EOC scores contextualised the findings.
Results: The results indicated no statistically significant differences in Check-in 1, Check-in 2, or mean check-in scores. The EOC score showed a directionally favourable difference for the exposed group (mean = 81.17, SD = 6.71) compared with the non-exposed group (mean = 76.43, SD = 15.03), approaching but not reaching conventional significance (t = 1.705, p = 0.095; F = 2.906, p = 0.093), with a small-to-moderate effect size (d = 0.408). Significant positive correlations were observed between interim check-ins and EOC scores.
Conclusion: Future research should examine the long-term impact of blended digital interventions on mathematics achievement and learner performance. Longitudinal, qualitative, and comparative studies across different contexts could provide deeper insights into effectiveness, implementation, and scalability
