JOURNAL OF LIAONING TECHNICAL UNIVERSITY

BLENDED LEARNING AND DATA-DRIVEN INSTRUCTION IN MATHEMATICS: ENHANCING EDUCATOR CAPACITY AND STUDENT ACHIEVEMENT FOR SUSTAINABLE EDUCATION POLICY AND LEGAL REFORM

Kehinde-Dada Oluwabunmi Veronica

Abstract

The quest for sustainable educational development necessitates innovative teaching models that effectively blend pedagogy with digital technology and data-informed practices. This study examines the role of blended learning and data-driven instruction (DDI) in enhancing educator capacity and improving student achievement in Mathematics. This core subject underpins scientific and technological advancement. Anchored in the Sustainable Development Goal 4 (SDG 4) framework and the discourse on education policy reform, this research employs a mixed-methods approach to investigate the effectiveness of blended learning and DDI in Nigerian secondary schools. It also assessed the moderating influence of classroom participation and gender on learning outcomes. Using a quasi-experimental pretest-posttest control group design, the research was conducted in six schools, with two as the control group. Data were gathered using validated instruments: Mathematics Achievement Test, Mathematics Attitudinal Scale, and a Classroom Observation Checklist. Analysis via ANCOVA revealed that DDIS significantly improved pre-service teachers’ lesson preparation and delivery, and markedly enhanced student achievement in mathematics. Findings reveal that these approaches significantly improve educators' instructional competencies and student academic performance. The study recommends strategic policy reforms, legal frameworks, and capacity-building initiatives to institutionalize these practices within Nigeria's education sector.

Keywords: Blended learning, data-driven instruction, Mathematics education, educator capacity, student achievement, sustainable education policy, legal reform.