The Effect of Blended Learning Technique on Fourth Grade Students’ Achievement and their Ability to Solve Algebraic Problems in Mathematics

This study aimed to investigate the effect of blended learning on fourth-grade students’ achievement and their ability to solve algebraic problems in mathematics at the Southern Badia Directorate of Education. The sample consisted of 60 male and female fourth-grade students from Grain Basic School, who were divided into two groups: the experimental group and the control group. The study sought to determine whether there are statistically significant differences in the students’ achievement and their ability to solve algebraic problems in mathematics. To answer the research questions, the researcher developed an achievement test and a test assessing the ability to solve algebraic problems. Additional procedures were implemented to ensure the validity and reliability of the two tests. The results of the study indicated that there were statistically significant differences at (α = 0.05) in the students’ achievement and their ability to solve algebraic problems in mathematics, attributed to the blended learning technique, as evidenced by the post-test scores.