PERSPECTIVES OF NOVICE TEACHERS ABOUT THE IMPACT OF 

BLENDED TEACHING ON LEARNING OF MATHEMATICS  

By  

Lukholo Raxangana 

 BEd., BEd. (Hons) 
 

Dissertation submitted for the degree of  

MASTER OF EDUCATION  

 

in the 

 

SCHOOL FOR MATHEMATICS, NATURAL SCIENCES, AND 

TECHNOLOGY EDUCATION 

 

Faculty of Education  

 

University of the Free State Bloemfontein 

 

November 2022 

 

Supervisor: Dr. K.G. Pule 

 



 ii 

DECLARATION 

I, Lukholo Raxangana, student number 2017025269, solemnly declare that this dissertation, 

titled: “Perspective of novice teachers about the impact of blended teaching on learning 

of mathematics”, is my original work and is being submitted for the first time.  It is the result 

of my own efforts through the professional assistance and guidance of my recognized 

supervisor, Dr K.G. Pule and has not been submitted for degree purposes at any other 

university. All sources quoted in this study have been duly indicated and acknowledged. 

 

Name of student: Lukholo Raxangana 

 

 

Signature 

 

Date:               30 November 2022 

 

 

 

 

 

 

 

 

 

 

 

 



 iii 

DECLARATION ON PLAGIARISM 

 

(i) I understand ‘plagiarism’ as the wrongful appropriation and stealing and publication 

of another author’s thoughts, ideas, or expressions, discoveries and inventions and 

so on and representing them as one’s own original work. This is the procedure of 

taking somebody else’s work or ideas and passing them off as one’s own. 

(ii) I have, therefore, duly and appropriately acknowledged all references and 

confirmed to avoiding plagiarism as I define and understand it. 

(iii) I have made use of the citation and referencing style as suggested by my 

supervisors. 

(iv) I declare that this dissertation is my own, as it is about my own practice 

improvement, through action research methodology. 

(v) No one is allowed to copy my work and present it as their own as the study is about 

me and the work that I do. 

(vi) I am committed to uphold research and professional integrity in academia. 

(vii) I am aware of the consequences of engaging in plagiarism as this is explained by 

the University of the Free State (UFS) intellectual Property (IP) Policy. 

 

 

                                                            3                                               30 November 2022 

     Signature                                                                                     Date 

 

 

 

 

 

 

 



 iv 

 

“It always seems impossible until it’s done”- Nelson Mandela 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 



 v 

 

ACKNOWLEDGEMENT 

 

I wish to thank the Almighty God for bestowing upon me courage, perseverance and wisdom 

to finish this outstanding work. My sincere gratitude, appreciation and acknowledgements are 

directed to the following individuals: 

§ My promoter, Dr. K.G. Pule, who has guided and walked with me until the final stage 

of this dissertation.  

§ Mrs. Zukiswa Ketiwe, the university librarian, for her unending assistance in finding 

relevant sources, articles and other information used in this study. 

§ All the teachers who agreed to offer me their valuable and precious time by 

participating in the interviews. 

§ My wife Zesongiwe Raxangana, my kids Bungcwele and Khazimla Raxangana for 

allowing me to use their family time.  

§ The language editor Dr A. K. Masha, for the commendable work. 

 

 

 

 

 

 

 

 

 

 

 



 vi 

 

EDITING CERTIFICATE 

 

EDITING CERTIFICATE 

TO WHOM IT MAY CONCERN 

This certifies that the research document whose title appears below has been edited for 
proper English language, grammar, punctuation, spelling and overall style.  

 

Level of document: Masters dissertation 
 
 

Title: Perspectives of novice teachers about the impact of blended teaching on learning of 
mathematics  

Author: Lukholo Raxangana 

 
Date: November 2022 

Signed 

 

 

Dr Tonny Kambi Masha (PhD in Education; D. Admin: Public Administration) 

PhD in Education; Doctor of Administration: Public Administration – Leadership 
Development, Mentoring and Training (Fort Hare); Master’s in Administration: Public 
Administration (Fort Hare); Honours B.A. (Group Dynamics - NMMU); Honours B.A. 
(Social Sciences - WSU); B.A. (Education - WSU); Postgraduate Diploma in Education 
(UWC) 

§ Cell: International (+27 76 866 2388) Local (076 866 2388) 
Fax: 086-618-4409 E-Mail: akmasha@lantic.net 

§ Postal address: PostNet Suite 436, Private Bag X 9063, East 
London, 5200, Eastern Cape, South Africa 



 vii 

ABSTRACT 

Teaching mathematics in the Fourth Industrial Revolution (4IR) era offers novice mathematics 

teachers daunting challenges. Despite using various aids in teaching the learning area, novice 

mathematic teachers still experience challenges during crises such as during the COVID-19 

pandemic era. Such challenges could escalate and confirm the preconceived notion perceived 

by others that mathematics is a challenging learning area. This study sought to investigate the 

perspectives of novice teachers on the impact of blended teaching and learning mathematics in 

Sedibeng West District. The study involved eight novice teachers from four selected schools. 

Blended Teaching (BT) approaches for novice teachers are intended to ensure that they are 

effective in their teaching so that learners can gain a deeper insight into mathematics. The 

researcher adopted a case study design involving thematic analysis of responses from novice 

mathematics teachers. The researcher conducted semi-structured and focus group interviews 

due to the origination of discrete ethical defies that do not fully match those fostered by one-

on-one discussions on collecting the data. This study was framed mainly within a Social 

Constructivist theory by Vygotsky (1978). The study used the Community of Inquiry (CoI) 

model as its analytical framework to analyse the data. It emerged from the study that there were 

various perspectives of novice teachers about the impact of blended teaching on learning 

mathematics. These included the impact of load-shedding, benefits of blended teaching, 

perceptions of novice teachers, and hindrances of BT. Novice teachers from the selected 

schools ascribed their perceptions of the challenges associated with blended teaching tools. The 

anticipated findings of this study will give curriculum designers, district directors, school 

management teams, and mathematics teachers a clear overview of how these perceptions could 

be addressed across the board. Thus, the recommendation was that the teacher development 

division could train novice teachers in the Department of Basic Education to bridge the gap 

between teacher training institutions of higher learning.  Novice teachers should attend classes 

on time to avoid the misuse of internet connection so that they (novice teachers) can supervise 

the learning process when using the devices. The development of Data-free blended teaching 

tools should assist all learners regardless of their location during load shedding. 

Keywords: Blended teaching, COVID, teachers, novice, and mathematics. 

 

 



 viii 

Contents 

CONTENTS ........................................................................................................................................................ VIII 

CHAPTER ONE: INTRODUCTION AND BAKGROUND ................................................................................. 1 

1.1 INTRODUCTION AND BACKGROUND ............................................................................................... 1 

1.2 RESEARCH PROBLEM .................................................................................................................................. 3 

1.3 RESEARCH QUESTION ................................................................................................................................. 4 

1.3.1 SUB RESEARCH QUESTIONS ........................................................................................................................ 4 

1.4 PRIMARY AIM ................................................................................................................................................ 4 

1.5 RESEARCH OBJECTIVES ............................................................................................................................. 5 

1.6 RESEARCH METHODOLOGY ...................................................................................................................... 5 

1.6.1 QUALITATIVE RESEARCH METHOD ............................................................................................................ 5 
1.6.2 RESEARCH DESIGN ..................................................................................................................................... 5 
1.6.3 DATA COLLECTION ..................................................................................................................................... 6 
1.6.4 RESEARCH POPULATION .............................................................................................................................. 6 
1.6.5 PURPOSIVE SAMPLING ................................................................................................................................. 6 
1.6.6 DATA ANALYSIS, INTERPRETATION, REPORTING AND QUALITY ASSURANCE .............................................. 7 

1.7 VALUE OF THE STUDY ................................................................................................................................ 7 

1.8 ETHICAL CONSIDERATIONS ...................................................................................................................... 7 

1.9 CHAPTERS OUTLINE .................................................................................................................................... 8 

1.10 SUMMARY .................................................................................................................................................... 8 

 

CHAPTER TWO: LITERATURE REVIEW ......................................................................................................... 9 

2.1 INTRODUCTION ............................................................................................................................................. 9 

2.2 BACKGROUND OF THE SOUTH AFRICAN EDUCATION SYSTEM ...................................................... 9 

2.2.1 APPLICATION OF THE SOUTH AFRICAN EDUCATION SYSTEM .................................................................... 9 

2.3 THE CONCEPT OF BLENDED TEACHING – LEARNING IN OPERATION ......................................... 12 

2.4 BLENDED LEARNING ................................................................................................................................. 14 

2.5 THE CONCEPT OF SYNCHRONOUS AND ASYNCHRONOUS BLENDED TEACHING – LEARNING
 ............................................................................................................................................................................... 16 

2.6 THE CHALLENGES OF EXECUTING BLENDED TEACHING APPROACHES TO LEARNING 
MATHEMATICS .................................................................................................................................................. 17 

2.7 IMPLEMENTATION OF BT APPROACHES TO LEARNING MATHEMATICS .................................... 18 

2.8 IMPACTFUL LEARNING OF MATHEMATICS ........................................................................................ 18 

2.8.1 FACTORS THAT INFLUENCE STUDENT SUCCESS ....................................................................................... 18 
2.8.2 BUILDING PARTNERSHIP AMONG THE TIERS OF THE EDUCATION SYSTEM .............................................. 19 
2.8.3 ADOPT PUBLIC – PRIVATE SCHOOL TWINNING COLLABORATION ............................................................ 19 



 ix 

2.8.4 SET THE RIGHT METRICS AND MEASUREMENT TO DRIVE INNOVATION FORWARD .................................. 19 

2.9 BENEFITS DERIVED FROM BLENDED LEARNING .............................................................................. 20 

2.9.1 IT INCREASED ENGAGEMENT EFFICACY BETWEEN LEARNERS AND EDUCATORS .................................... 20 
2.9.2 EASE OF USE AND STUDENT SATISFACTION ............................................................................................. 21 
2.9.3 FOSTERS STRONG LEARNING INTERACTIONS ........................................................................................... 22 
2.9.4 PURSUIT OF PERSONAL LEARNER GROWTH .............................................................................................. 23 
2.9.5 INCREASED LEARNER HAPPINESS ............................................................................................................. 23 
2.9.6 INCREASED STUDENT AND EDUCATOR SATISFACTION ............................................................................. 24 

2.10 THE IMPACT OF METHODS IN BLENDED TEACHING – LEARNING .............................................. 24 

2.10.1 LEARNER-CENTRED ................................................................................................................................ 24 
2.10.2 PERSONALISED EDUCATION .................................................................................................................... 25 
2.10.3 DIGITAL CLASSROOM ............................................................................................................................. 25 

2.11 SUMMARY OF CHAPTER 2 ...................................................................................................................... 26 

 

CHAPTER THREE: THEORETICAL FRAMEOWRK ...................................................................................... 27 

3.1 INTRODUCTION ........................................................................................................................................... 27 

3.2 SOCIAL CONSTRUCTIVIST APPROACH ................................................................................................. 27 

3.3 CONSTRUCTIVISM AND CONVERSATION THEORY IN BLENDED TEACHING AND LEARNING
 ............................................................................................................................................................................... 29 

3.4 CONSTRUCTIVISM-BASED BLENDED LEARNING MODEL ............................................................... 30 

3.5 APPLYING CONSTRUCTIVIST PERSPECTIVES ..................................................................................... 31 

3.6 CONVERSATION THEORY AND BLENDED LEARNING ...................................................................... 32 

3.7 IMPLEMENTATION OF THE COMMUNITY OF INQUIRY (COI) MODEL .......................................... 34 

3.7.1 COGNITIVE PRESENCE .............................................................................................................................. 35 
3.7.2 SOCIAL PRESENCE .................................................................................................................................... 36 
3.7.3 TEACHING PRESENCE ................................................................................................................................ 36 

3.8 THE COMMUNITY OF INQUIRY MODEL ................................................................................................ 36 

3.9 CONCEPTUALISED APPROACHES ........................................................................................................... 38 

3.9.1 CONSTRUCTIVIST APPROACH ................................................................................................................... 38 
3.9.2 PROJECT-BASED LEARNING ...................................................................................................................... 38 
3.9.3 INQUIRY-BASED LEARNING ...................................................................................................................... 39 
3.9.4 FLIPPED CLASSROOM LEARNING .............................................................................................................. 39 
3.9.5 COOPERATIVE LEARNING ......................................................................................................................... 39 

3.10 SUMMARY OF CHAPTER 3 ...................................................................................................................... 40 

 

 



 x 

 

CHAPTER FOUR: RESEARCH METHODOLOGY .......................................................................................... 41 

4.1 INTRODUCTION ........................................................................................................................................... 41 

4.2 RESEARCH STEPS ....................................................................................................................................... 41 

4.2.1 STEP 1: SELECT A RESEARCH TOPIC ......................................................................................................... 41 
4.2.2 STEP 2: DETERMINE RESEARCH QUESTIONS ............................................................................................. 41 
4.2.3 STEP 3: DESIGN THE STUDY ..................................................................................................................... 42 
4.2.4 PARADIGM ................................................................................................................................................ 44 
4.2.5 STEP 4: COLLECT DATA ............................................................................................................................ 47 
4.2.5.1 POPULATION: ......................................................................................................................................... 47 
4.2.5.2 SAMPLING .............................................................................................................................................. 47 
4.2.5.3 DATA COLLECTION ................................................................................................................................ 48 
4.2.4.4 TRUSTWORTHINESS ............................................................................................................................... 52 
(A) RIGOUR ........................................................................................................................................................ 52 
4.2.4.5 LIMITATIONS AND DELIMITATIONS OF THE STUDY ................................................................................. 52 
4.2.4.6 ETHICAL CONSIDERATIONS .................................................................................................................... 53 
(A) INFORMED CONSENT .................................................................................................................................... 53 
(B) PRINCIPLE OF BENEFICENCE ......................................................................................................................... 54 
(C) PRINCIPLE OF NON-MALEFICENCE ................................................................................................................ 54 
(D) CONFIDENTIALITY AND ANONYMITY ........................................................................................................... 54 
4.2.5 STEP 5: ANALYSE DATA ........................................................................................................................... 54 
4.2.6 STEP 6: GENERATE FINDINGS ................................................................................................................... 55 
4.2.7 STEP 7: WRITE A RESEARCH REPORT ....................................................................................................... 56 

4.3 SUMMARY OF CHAPTER 4 ........................................................................................................................ 56 

 

CHAPTER FIVE: DATA ANALYSIS AND DISCUSSIONS ............................................................................ 57 

5.1 INTRODUCTION ........................................................................................................................................... 57 

5.2 THE RESEARCH RESULTS ......................................................................................................................... 57 

5.3 CHALLENGES THAT NOVICE TEACHERS EXPERIENCE WHEN EXECUTING BLENDED 
TEACHING .......................................................................................................................................................... 59 

5.3.1 LOAD SHEDDING ....................................................................................................................................... 59 
5.3.2 LEARNER DISCIPLINE ................................................................................................................................ 60 
5.3.3 SUPPORT FROM FACILITATORS/SUBJECT ADVISORS ................................................................................ 62 

5.4 HOW TEACHERS CAN USE PERSONAL TEACHING EXPERIENCES IN IMPLEMENTING BLENDED 
TEACHING APPROACHES TO LEARNING MATHEMATICS. .................................................................... 63 

5.4.1 LEARNER-CENTERED APPROACH ............................................................................................................. 63 
5.4.2 BENEFITS OF BLENDED TEACHING ........................................................................................................... 64 
5.4.3 UNDERSTANDING OF BLENDED TEACHING .............................................................................................. 65 



 xi 

5.4.4 NOVICE TEACHER'S PERCEPTIONS ............................................................................................................ 66 

5.5 BLENDED TEACHING TOOLS THAT NOVICE TEACHERS USES TO IMPROVE MATHEMATICS 
TEACHING AND LEARNING EXPERIENCE. ................................................................................................. 68 

BLENDED TEACHING TOOLS .............................................................................................................................. 68 

5.6 SOLUTIONS TO THE IDENTIFIED CHALLENGES ................................................................................. 69 

5.6.1 IMPROVING NOVICE TEACHERS' EXPERIENCE WHEN EXECUTING BLENDED TEACHING .......................... 69 
5.6.2 SUPPORTING NOVICE TEACHERS TO USE PERSONAL TEACHING EXPERIENCES IN IMPLEMENTING BLENDED 

TEACHING APPROACHES TO LEARNING ............................................................................................................. 70 
5.6.3 THE USE OF BLENDED TOOLS BY NOVICE TEACHERS TO IMPROVE MATHEMATICS TEACHING AND 

LEARNING EXPERIENCE. .................................................................................................................................... 71 

5.7 SUMMARY OF CHAPTER 5 ........................................................................................................................ 72 

 

CHAPTER SIX: FINDINGS AND CONCLUSIONS .......................................................................................... 74 

6.1 INTRODUCTION ........................................................................................................................................... 74 

6.2 AIM OF THE STUDY .................................................................................................................................... 74 

6.3 SUMMARY OF THE STUDY ....................................................................................................................... 75 

6.4 POSSIBLE SOLUTIONS TO THE CHALLENGES IDENTIFIED .............................................................. 76 

6.4.1 CHALLENGES EXPERIENCED BY NOVICE MATHEMATICS TEACHERS WHEN EXECUTING BLENDED 

TEACHING .......................................................................................................................................................... 76 
6.4.2 NOVICE TEACHERS’ PERCEPTION OF THE INFLUENCE OF BT IN LEARNING MATHEMATICS ..................... 77 
6.4.3 BLENDED TEACHING TOOLS USED BY NOVICE TEACHERS TO IMPROVE THE LEARNING EXPERIENCE IN 

MATHEMATICS .................................................................................................................................................. 79 

6.5 LIMITATION TO THE STUDY .................................................................................................................... 79 

6.6 RECOMMENDATIONS ................................................................................................................................ 80 

6.7 SUGGESTIONS FOR FUTURE RESEARCH .............................................................................................. 81 

6.8 CONCLUSION ............................................................................................................................................... 82 

6.9 SUMMARY .................................................................................................................................................... 82 

REFERENCES ...................................................................................................................................................... 83 

 

 

 

 

 

 



 xii 

APPENDICES  

APPENDIX A: ETHICAL CLEARANCE APPROVAL ................................................................................................. 94 
APPENDIX B: PERMISSION TO CONDUCT RESEARCH APPROVAL ........................................................................ 95 
APPENDIX C: CONSENT TO PARTICIPATE IN SEMI-STRUCTURED INTERVIEWS ................................................... 96 
APPENDIX D: CONSENT TO PARTICIPATE IN FOCUS GROUP INTERVIEWS ............................................................ 97 
APPENDIX E: SEMI-STRUCTURED SCHEDULE ..................................................................................................... 98 
APPENDIX F: FOCUS GROUP INTERVIEW GUIDE ................................................................................................. 99 
APPENDIX G: TURNITIN RECEIPT AND REPORT ................................................................................................ 100 
 
List OF TABLES  
 
TABLE 2.1: EXAMPLES OF BLENDED LEARNING SYSTEMS ..................................................................................... 11 
TABLE 3.1: COMMUNITY OF INQUIRY ESSENTIAL ELEMENTS ................................................................................. 35 
TABLE 4.1: STRENGTHS OF FOCUS GROUPS VERSUS IN – DEPTH INTERVIEWS ........................................................ 50 

TABLE 5.1: SCHEDULE OF FOCUS GROUP INTERVIEWS ........................................................................................... 58 
 
 LIST OF FIGURES 
 
FIGURE 3. 1: CONSTRUCTIVIST-BASED BLENDED LEARNING .................................................................................. 31 
FIGURE 3. 2: COMMUNITY OF INQUIRY (COI) FRAMEWORK ................................................................................... 34 
FIGURE 4. 2: QUALITATIVE RESEARCH DESIGN MODEL TO BE ADOPTED IN THE STUDY .......................................... 51 
FIGURE 4. 3: SEDIBENG WEST DISTRICT MAP ........................................................................................................ 53 
FIGURE 5. 2: TEACHING AID EXAMPLE DURING LOADSHEDDING ............................................................................ 70 
FIGURE 5. 3: AN EXAMPLE OF A GEOGEBRA PRESENTATION .................................................................................. 72 
 
 
 
 
 
 
 
 

 
 
 
 
 
 
 
 
 
 
 
 

 



 xiii 

ACCRONYMS/ABBREVIATIONS 
 

 
BT   Blended Teaching  
 
BL   Blended Learning  
 
RSA    Republic of South Africa 
 
DBE   Department of Basic Education 
 
UFS   University of the Free State 
 
US    United States 
 
BL   Blended Learning  
 
SSVE   Shared Simple Virtual Environment  
 
ICTs   Information and Computers Technologies 
 
CAPS    Curriculum Assessment and Policy Statement  
 
LMSs   Learning Management Systems  
 
WP6   White Paper 6 
  
CoI   Community of Inquiry 
 
FLIP   Flexible Learning Intentional Professional  
 
SWD   Sedibeng West District 
 
4IR   Fourth Industrial Revolution  
 
CAT   Computer Applications Technology 
 
ATP   Annual Teaching Plan



 1 

CHAPTER ONE: INTRODUCTION AND BAKGROUND 

 

1.1 Introduction and Background 

 
Blended teaching (BT) is the amalgamation or blend of modes of web-based experience 

(technology) (e.g., self-paced education, live online schoolroom, streaming video, audio, 

cooperative learning, and text) to accomplish an educational goal (Cronje, 2020). It (BT) is 

more than enhancing novice teachers; it embodies the transformation of how they attempt 

teaching and learning (Mal & Adhya, 2020). Moreover, it is a complete rethinking and 

restructuring of the scholastic atmosphere and general learning experience. Mal and Adhya 

(2020) claim that BT is a logical construct approach that openly evaluates and incorporates the 

strong points of face-to-face and virtual learning to address meaningful educational objectives. 

A 2018 study commissioned by the US Department of Education states that BT reduces in-

class seat time for students (Becker et al., 2019). The study further highlights that schools must 

be well-resourced with technology and must have qualified staff for BT to succeed. However, 

Bates (2018) reveals that in the global South, high schools in countries such as the Republic of 

South Africa (RSA) face resource challenges, especially in public high schools. This study 

investigated the perspectives of novice teachers on the impact of BT in Sedibeng West District 

in the Gauteng Province of RSA. 

The uniqueness of context in the RSA education system presents an interesting case of the 

achievement of feasibility in BT (van Deursen & van Dijk, 2019). Anderson, Keturah, and 

Dieckmann (2018) assert that socioeconomic factors, race, social class, gender, age, 

geographical area and educational background determine the level of the digital divide within 

the school setting. Baleni (2015) believes that the causal relationship between socioeconomic 

factors and learning impacts the BT approach's efficacy in RSA schools.  

This study acknowledges that technological tools have become accessible to most public 

schools in Gauteng Province (RSA) through the government's provision of tablets to learners. 

The tablets are pre-loaded with past examination papers and mathematics applications for 

students to use at home. This kind of technology presents an opportunity to improve 

mathematics performance in Grade 12. Through these tablets, Al-Huneidi and Schreurs (2012) 

highlight that such tools allow teachers to use various means of BT to learn mathematics 

through social media and networks, such as YouTube, and WhatsApp, among others. Adopting 



 2 

such online tools is already being (formally or informally) implemented in this Province's 

public schools. 

Horn and Staker (2017) assert that a complete online learning experience for students 

comprises non-teaching factors, such as convenience, learner characteristics, and readiness. 

Convenience is an enormous non-quality factor for students as it allows flexibility and comfort 

in the study at the convenience of time (Artino, 2010). This learning approach has necessitated 

embracing online learning, especially during the Covid-19 pandemic. This flipped classroom 

pedagogical model addresses challenges posed by a teacher-centred approach.  

A teacher-centred approach attempts to transfer information to students through one-sided 

downward communication where mostly passive listeners have to individually work without 

questioning the educator's knowledge (Mulryan-Kyne, 2010). The drawbacks of the traditional 

teaching approach (using chalkboard, chalk and duster) are the assumption that all learners 

have shared learning preferences. However, online teaching and learning centres use the 

learner perspective. Learner characteristics are made more visible in online learning through 

self-regulation, which positively impacts both receptiveness and readiness for learning. 

Gwaltney (2017) asserts that the evolving pressures and possibilities of future teachers of the 

"millennial" generation have coerced the Department of Basic Education (DBE) to change 

dogmatic teaching strategies. Bates (2018) highlights similar sentiments that traditional face-

to-face teaching methods quickly lose practicability in the 21st century. However, it is still 

Africa's preferred and most widely used teaching approach. It allows educators to teach and 

directly interact with learners (Anderson, 2016).   

However, Hlathi (2021) states that face-to-face teaching has run its course and had its 

successes, but now it faces its prospective demise due to the COVID-19 pandemic and 

technological advancement. Despite Hlathi's accessions, Bates (2018) emphasises that online 

learning has educational disadvantages. Furthermore, Bates (2018) believes that online 

learning with mixed non-quality factors will make it difficult to discern the instructors' 

contextual roles in quality.  

It is essential to note that most of the studies cited here have mainly presented the 

implementation of a flipped classroom without associating its effectiveness with traditional 

teaching. Previous research has also not considered vital indicators such as students' grades, 

reflection, teacher observation and peer observation (Nikoubakht & Kiamanesh, 2019).  



 3 

Supporters of the BT approach (Liu & Long, 2014; Nikoubakht & Kiamanesh, 2019) contrast 

Anderson (2016) on the certainty of the implementation of this approach in RSA schools. The 

latter scholars contend that face-to-face learning is the fundamental cornerstone of teaching 

and learning, despite technological advances and demand for the use of e-learning. The 

previous studies highlight that there exists a puzzle between face-to-face and e-learning. 

Bates (2018) argues that BT should not be seen as a replacement for face-to-face learning in 

RSA but as an essential alternative.  

Moreover, the DBE takes cognizance of the multiple areas of knowledge for collaborative 

learning in primary education to flourish. Thus, BT is positioned to allow for face-to-face and 

much broader contexts through online learning, which allows for self-exploration and online 

collaborative learning (Al-Huneidi & Schreurs, 2012). A more comprehensive repository of 

learning tools where learners can form meaning using different learning methods allows 

optimal learning.  

However, since this study investigates BT, the priority is on teaching processes that position 

learners at the centre of a fruitful teaching and learning experience. Traditional teaching 

methods emphasize memorizing information and gaining new knowledge, while blended 

learning is more concerned with deliberate and active learners' inquisition about information. 

However, this is not to say that cognitive stimulation does not exist in face-to-face learning 

(Graham, 2019). Face-to-face learning is still relevant and applicable in the information age to 

inform and give clear direction to learning in a class. 

Thus, the e-Education White paper details that 25,582 and less than 5% of these schools can 

afford internet connections for integrating the internet for teaching, learning, communication, 

and collaboration. The report states that all novice teachers have used extensive technological 

applications, mainly structured learning approaches. However, the White paper (2019) 

highlights that novice teachers lack proper guidance and support to infuse technology and face-

to-face interchangeably effectively. Unfortunately, poor performance in grade 12 Mathematics 

continues unabated.  

1.2 Research Problem 

 

Blended Teaching (BT) incorporates face-to-face and online classroom learning to develop 

extensive skills and knowledge transferrable to the workplace (Lowe, 2019). Anderson (2016) 



 4 

and Mpungose (2020) highlight that BT could solve some of the current teaching problems 

and address the educational backlog during Covid-19 challenges. However, this is far from the 

truth, as due to socioeconomic disparities and related issues, the dropout rate has seen an 

exponential escalation since 2020 (Manca, 2020). The ominous pressure is therefore put on 

novice teachers who happened to teach mathematics in Grade 12 to ensure blended teaching 

is a success.  

Novice teachers are confronted with the unrealistic responsibilities of making BT a success, 

despite the lack of adequate resources from the DBE and unclear policy directives regarding 

blended teaching. Furthermore, Mavani (2016) maintains that the DBE's technology 

equipment, such as computers and tablets, is under-utilised due to many teachers not being 

sufficiently equipped to use this technology in the classroom effectively. Studies on BT exist 

but studies on the impact of BT by novice teachers on learning mathematics are limited. It is 

against the backdrop, this study investigated the impact of BT by novice teachers on learning 

mathematics, despite inadequate but essential hardware and software resources. 

1.3 Research Question 

 

Guided by the purpose statement provided above, the study investigated the research question 

below: What are the selected novice teachers' perspectives on the impact of blended teaching 

on learning mathematics?  

1.3.1 SUB RESEARCH QUESTIONS 
 

1. What are some of the challenges that novice mathematics teachers experience when 

executing blended teaching? 

2. How do novice teachers perceive the influence of BT on learning mathematics? 

3. What BT tools can selected novice teachers use to improve the learning experience in 

Mathematics? 

1.4 Primary Aim 

 

To probe selected novice teachers' perspectives on using the blended teaching approach in 

learning Mathematics.  



 5 

1.5 Research Objectives  

 

• To examine some challenges that novice mathematics teachers experience when 

executing blended teaching. 

● To describe how selected novice teachers’ perceive the influence of BT on learning 

mathematics.  

● To ascertain which BT tools used by novice teachers could improve mathematics 

teaching and learning experience. 

1.6 Research Methodology  

1.6.1 QUALITATIVE RESEARCH METHOD 
 

Qualitative research encompasses gathering and analysing non-numerical data (e.g., text, 

video, or audio) to understand concepts, opinions, or practices (Bhandari, 2020). It (qualitative 

research) is an approach that allows the researcher to assess people's experiences by using a 

specific set of methods, such as in-depth interviews, focus group discussions, observations and 

life histories (Hennik et al., 2020). This study adopted a qualitative research approach aimed 

at understanding the participants' views, beliefs, and perceptions (Hennik et al., 2020). Cohen 

et al. (2019) assert that qualitative research focuses on the attitude toward understanding 

experiences and their interpretations by humans. The researcher focused on novice teachers' 

experiences using the BT approach in teaching and learning mathematics.  

This study was framed mainly within an interpretive paradigm that strengthened its nature as 

a qualitative study. Central to this paradigm is obtaining more profound insight into the 

subjective world of human experience (Cohen, et al., 2019).  

1.6.2 RESEARCH DESIGN 
 

Research design is a coherent plan for obtaining answers to a set of questions to be tackled and 

completed through the gathering and analyses of relevant data (Yin, 2018). The design allowed 

researchers to improve on research techniques proper for the subject matter and set their studies 

up for accomplishment. The design of a study topic expounds the kind of research 

(experimental, survey, descriptive case study) it embodies in a particular research. This study 



 6 

followed a case study design. Therefore, this approach in this research aided the study in 

gaining an in-depth understanding of how novice teachers understand and use a BT approach 

in learning Mathematics. 

1.6.3 DATA COLLECTION 
 

Since this study is qualitative, the researcher used focus groups and semi-structured interviews 

to collect data and to establish a protocol for recording information (Creswell, 2017). Thus, 

developing interview procedures. The researcher used a semi-structured, face-to-face interview 

guide that involved open-ended questions to prompt the participants' opinions on the 

integration and collaboration of BT in teaching mathematics. DeJonckheere and Vaughn, 

(2019) asserts that semi-structured, in-depth interviews are generally used in qualitative 

research and are the most common qualitative data source in a study. The researcher personally 

conducted interviews that lasted between 15 and 60 minutes and recorded, with the approval 

of the individual participant. The aim was to collect data from a purposively selected group of 

participants instead of a statistically represented sample of a broader population (O.Nyumba et 

al., 2018). 

 

1.6.4 RESEARCH POPULATION  
 

The research population is a comprehensive group of individuals, institutions, and objects, 

among other things, with common characteristics that interest a researcher (Creswell & 

Creswell, 2018). The typical features of the groups distinguish them from other individuals, 

institutions, and objects, among other things.   In this study, the research population was all 

novice educators teaching mathematics at the Sedibeng West District.  

 

1.6.5 PURPOSIVE SAMPLING  
 

Purposive sampling is a technique in which the researcher relies on his decision when selecting 

members of a population to participate in the study (Saunders, Lewis & Thornhill, 2019). 

Purposive sampling enabled researchers to extract much information from the data collected. 

Thus, researchers could describe their findings' significant impact on the population. Purposive 

sample, also identified as judgmental, selective, or subjective sample, is a form of non-



 7 

probability sample in which the researcher depends on their decision when selecting members 

of the populace to partake in their research (Dejonckheere & Vaughn, 2019). The sampled 

participants for this study were eight (8) novice teachers at Sedibeng West District in Gauteng 

Province.  

1.6.6 DATA ANALYSIS, INTERPRETATION, REPORTING AND QUALITY ASSURANCE 
 

Data is analysed and reported either a quantitatively or qualitatively (Schunk, 2012). In 

qualitative studies, data analysis is the organisation and preparation of data, interpretation 

through the data, coding all data, and generating and representing the description and themes 

(Creswell & Creswell, 2018; Cohen et al., 2019). The researcher used thematic analysis in the 

study since most of the data collected was qualitative. Thematic analysis is the foundational 

method for qualitative analysis, as it provides core skills for conducting many forms of 

qualitative analysis (Nowell, Norris, White & Moules, 2017). Thematic analysis approach 

validated the responses from 8 selected participants in this investigated research study's 

content. This sample size is adequate for a qualitative study where a large amount of data is 

collected. This sample size ensured the right amount of data was collected, which did not 

overwhelm the data analysis process.  

1.7 Value of The Study 

 

This study strengthens the integration and collaboration among the role players of teacher 

development within the department. The provincial government departments may benefit from 

this study by seeing the need for resourcing, human resources, infrastructure, and materials and 

support services. 

1.8 Ethical Considerations 

The researcher applied to the University of the Free State (UFS) ethical clearance and the study 

complied with all the ethical clearance prescripts. The study was then granted the ethical 

clearance number UFS-HSD2022/0035/22 and ethical clearance was granted (see attached 

Appendix A). 



 8 

1.9 Chapters Outline 

Chapter 1: Introduction and background of the study: This chapter highlights the 

international, national literature as the background to the study. Furthermore, problem 

statement, research questions, methodology are also highlighted.  

Chapter 2: Literature review: The chapter reviews literature that guides this study. The 

literature that guides this study seeks to answer the research questions that emanate from the 

main research question of the study.  

Chapter 3: Theoretical framework: This chapter focuses on the theoretical framework 

informing the study. The theoretical framework focuses on constructivism. 

 Chapter 4: Research methodology and design: This chapter presents research methods, 

design, data analysis, target population, the sample of the study, and trustworthiness, the second 

section discusses research methods and techniques used for data collection and the third section 

discusses ethical considerations. 

Chapter 5: Data analysis and discussions: This chapter outlines the findings of the study. 

Presentations and analysis are based on the raw data (results) from the field study and compared 

with all sections of the study, specifically the literature review chapter, to ensure comparative 

viability, topicality, and relevance. The chapter analyses and reviews the findings with 

particular reference to the research objectives and questions. 

Chapter Six: Findings and conclusions: The findings of the study, recommendations and 

conclusion are discussed in this study.  

1.10 Summary 

 

Blended Teaching (BT) is crucial for novice teachers in teaching of mathematics at both macro 

and micro level. In this chapter, a general overview of the study is outlined. This includes the 

background, problem statement, research questions, purpose and objectives of the research, 

methodology, value of the study and ethical considerations. In addition, this chapter touched 

on literatures’ large scale, thus, the effects of the flipped classroom to promote constructivism 

and active and personalised learning in class need further investigation. The chapter that 

follows presents the study’s literature review. 



 9 

CHAPTER TWO: LITERATURE REVIEW 

 

2.1 Introduction 

 
Background information set the tone for this study in the previous chapter. This chapter 

discusses the relevant literature guiding the study. The literature sought to answer the following 

research questions: What are some of the challenges that novice mathematics teachers 

experience when executing blended teaching?, How do novice teachers perceive the influence 

of BT on learning mathematics? and What BT tools can novice teachers use to improve the 

learning experience in Mathematics? Thus, this chapter provides an account of the literature 

reviewed on the perspectives of novice teachers about the impact of blended teaching on the 

learning of mathematics. 

2.2 Background of the South African Education System 

2.2.1 APPLICATION OF THE SOUTH AFRICAN EDUCATION SYSTEM  
 
Since 1994, South Africa's education system has experienced significant modifications. 

Recently, there has been a growing desire for schools to provide equitable opportunities for all 

students. (Murungi, 2015, p. 3168) Attest that inclusive education presumes that all education 

of children can think regardless of having access to a meaningful curriculum and outcomes. 

Implications are that instructors (novice teachers) must study and implement various teaching 

approaches (blended teaching) and abilities to satisfy their learners' demands.  

However, the DBE (2018) reveals that RSA learners struggle in mathematics due to their poor 

background. Hlathi (2021) further highlights concerns over the performance of the 2020 matric 

class in mathematics. Further, RSA saw a decline from 54.6% in 2019 to 53.8% in 2020. 

Mathematics has always been a significant concern, as problem-solving in formal assessment 

has hovered around 30 % in the last ten years (DBE, 2018). Hence, it is essential to naturally 

question whether accessible and cheap technologies can contribute to addressing the poor 

quality of the teaching and learning of Mathematics (Padayachee, Boshof, Olivier & Harding, 

2011). 

Thus, South Africa's approach to inclusive education White Paper 6 (WP 6) seeks to explain a 

South African model of inclusion that accommodates resource limitations (Murungi, 2015). 

Moreover, there is country-provided education. Furthermore, (Murungi, 2015) asserts that WP 



 10 

6, inclusive education, accepts all learners with learning needs, respects diversity in learning 

spaces and conditions, and acknowledges that all learners can learn if given support. The 

inclusive classroom with blended teaching might enable and provide independent individual 

and cooperative group work. 

Flipped classrooms, mobile devices via ubiquitous Wi-Fi, e-mentoring programs, tutorials, 

assistance for multilingualism, and learning analytics are all examples of innovative blended 

learning practices used in South African schools (Bertrand, 2018). Blended learning has 

become the standard at many schools. Because the usage of blended learning apps varies 

extremely context-specific within each school, it is hard to offer an entire list of all applications 

(Barrie, 2015). 

In terms of institutional growth, access to resources, discipline, group belonging, and individual 

motivation, it is imperative to emphasize the contextuality of new technologies. The list of 

possible methodology implementation in the classroom: 

•  Taking a test online (Google form test) is an excellent technique to evaluate learner 

proficiency. Furthermore, the automated marking, monitoring, and reporting scores 

simplify the complications of managing big groups of students (Lester, 2020). 

However, ensuring that the questions asked measure higher-order thinking skills is 

essential. It is also an approach that necessitates using a learning management system 

(LMS) with a quiz tool or a specialized computer-based testing application. 

 

• High school libraries can collaborate to load resource pages published. Thus, this could 

lead learners to internet resources that go further into specific themes. As a result, they 

are less reliant on conventional single sources of knowledge, such as textbooks. Many 

open educational tools, such as animations, movies, and other media, are also available 

to help them expand their knowledge. 

• Introducing online mentors or coaches is a terrific approach to enhancing the learning 

experience. Outside the classroom, online mentoring and coaching give support and 

direction to students. 

• Underestimation of email messaging, although it is one of the most effective methods 

to extend the learning experience (Lester, 2020). The utilization of distribution lists, 



 11 

task management, attachments, and scheduling features offers learners a 

comprehensive platform for interacting with educators. 

 

Table 2.1: Examples of Blended Learning Systems 

CATEGORY BLENDED TEACHING TOOL USE 

Cloud storage Drop Box Google Drive Host course content and share files 

Social media 
tools and 
networks 

Schoology – social network for 
learning Facebook, WhatsApp, 
and Twitter 

Group Discussions, Uploading  
information, reflection 

Video and 
audio creation 

VoiceThread, Show the 
researcher PowerPoint, animated 
slideshows, Edu creation, Flicker. 

Produce instructional videos and 
podcasts. Record a presentation, 
voice, and audio Record a 
whiteboard Record a slideshow 

Existing video 
platforms 

YouTube Education TED Khan 
Academy Academic Earth 

Provide videos on a large variety of 
topics 

Collaborations Google docs, Skype, Zoom, 
MindMeister 

Work together to create and edit 
documents. Communicate online 
Share files Live chat feature. 

Video and 
web 
conferencing 

Blackboard Collaborate, Skype 
Pal Bee, Scribbler, Twiddle, Big 
Marker 

Bring human resources into the 
class discussions. 

  Source: Adopted from Zinovieva et al. (2021)  

The results of blended learning research and various uses of BL tools question the usage of 

these blended learning tools to promote success among low-performing South African grade 

12 learners. Specifically, to address the key factors that influence learner success, arising. This 

study cannot cover all of the indicated success characteristics; thus, it concentrated on a select 

handful and accommodated within the teaching and learning environment of accounting 

education in a developing nation. 



 12 

Underperformance frequently indicates the detrimental impact of educational deficiencies 

rather than a learner's capacity to thrive in higher education, especially in South Africa, which 

has a history of uneven schooling. As a result, this paper focuses on the success elements that 

educators and learners in developing nations consider crucial. In research on distance learning 

for Accounting Honours students by Chaves (2019), the students ranked the following 

characteristics in importance: timely and regular test preparation, logical thinking, consistent 

effort, and promising examination approaches.  

Low-class attendance, a lack of accounting expertise, insufficient time, and a lack of English 

education as the vital contributing variables that contribute to poor student performance, 

according to Zhu, Struyven, and Blieck  (2017) in similar research on learner performance 

factors. Another difficulty for higher education is that employer expectations have shifted 

significantly over time, and students do not always live up to them. Employers want learners 

to have problem-solving abilities, real-world business experience, and fundamental skills, 

according to Kavanagh and Drennan (2008).  

Polyacskó (2009) also discovered that language proficiency, the capacity to apply information 

in practice, and individual drive are the abilities that many learners lack. Furthermore, their 

drive and devotion appear dubious, affecting their attitude toward their employment. Polyacskó 

(2009) mentioned the relationship between motivation and mood. The chapter that follows is 

on this study’s theoretical framework. 

2.3 The Concept of Blended Teaching – Learning in Operation 

  
Blended Teaching (BT) is a new phenomenon that has seen its rise in being adopted even by 

the most underprivileged states in sub-Saharan Africa (Bates, 2018).   The global pandemic 

outbreak has further escalated the suggestion of new approaches such as (BT) of content 

delivery (teaching and learning processes) and implementation (Cahapay, 2020). This 

implementation benefits educators and learners through its minimal physical interaction. The 

portrayed (BT) is a teaching approach that combines teaching space (classroom) and blended 

practice (Cahapay, 2020), whereas BT is a teaching and learning approach that amalgamates 

web-based teaching and face-to-face classroom collaborations (Sahni, 2019). Similarly, 

Garrison and Kanuka (2014) define blended teaching as a collaboration of traditional face-to-

face learning with virtual (online) experiences.  



 13 

Moreover, the use of BT tools (mobile technologies) such as smartphones and tablets, in 

teaching and learning mathematics, is escalating interest among scholars and practitioners 

(Borba et al., 2017). Thus, Borba et al. (2017) contend that the attributes of mobile devices 

(portability, availability, access to the Internet), including their broad recognition among the 

youth and others, have made portable devices capable of growing the limits of mathematics 

instruction and learning beyond the four walls of the teaching space (classroom).  

Furthermore, the BT approach allows learners time to introspect and self-study to take 

responsibility for their studies. However, the pronunciation of BT is in developed nations such 

as the United States (US) and the European Union (EU) where learner resources are abundant 

in public or private schools. Thus, Sweden, Singapore and Norway have transcended the US in 

Mathematics and Sciences primarily because of their transformed education system (Deschacht 

& Goeman, 2015).  

Blended teaching has seen East European countries taking quantum leaps in developing their 

economies because they have effectively adopted BT. Bates (2018) claims there is no 

recognisable move from traditional face-to-face teaching and learning towards BT in the Sub-

Sahara.  

Furthermore, Garrison and Kanuka (2014) distinguish blended learning from that enhanced 

classroom or fully online learning experiences; although they recognized that the boundaries 

between these concepts are unclear. In this study, blended teaching-learning is the collaboration 

of face–to–face teaching with online teaching tools (such as smartboards, projectors, 

WhatsApp platforms, online broadcasting classes, et cetera) by selected novice teachers in the 

learning of mathematics.  

Thus, the teaching strategy (BT) comprises two components viz: face-to-face learning and 

electronic learning (e-learning) (Graham, 2016). However, there is a minimal face-to-face 

interaction due to content delivery (discussions) that are predominantly virtual (Smith et al., 

2015). Hence, there is a suggestion that the amount of online delivered content should be 

between 30 to 70 % in the blended learning approach (Smith et al., 2015). Moreover, there are 

several different methods for calculating the needed amount of face-to-face and online teaching 

and learning.  



 14 

For inclusion in a meta-analysis of blended learning, Deschacht and Goeman (2015) suggested 

allocating 50% of total course time to face-to-face learning. Moreover, Garrison and Kanuka 

(2014) acknowledged the incredible complexity of blended learning since no two blended 

learning designs are identical. They suggested that blended learning should be face-to-face, 

and online learning should be integrated and done so thoughtfully. However, it is often unclear 

what these benefits are; for example, Zacharis (2015) proposed that blended learning could 

support learning beyond the classroom. 

Therefore, since learners and teachers have limited time in the classroom, online classes may 

continue to complement classroom shortfalls through discussion boards and other media. 

Watson (2018) updated institutions' blended learning definitions, which generally required 

about 50% of compulsory online teaching. Diep, Zhu, Struyven, and Blieck (2017) investigated 

two blended learning models, one with 25% face-to-face instruction and the other with 50% 

online instruction. In addition, there are more particular examples in the literature. Similarly 

(Tan & Hew, 2016) provide an example to prepare students for face-to-face activities. These 

include the flipped classroom approach, where learners can access e-learning materials such as 

video lectures at home so that in-class face-to-face time is used for discussions on the subject 

and for carrying out student-centered group work. 

2.4 Blended Learning 

  
The literature review indicates that scholars have a deficit of accord in defining the concept of 

blended learning as it has discrete interpretations by researchers (Sahni, 2019). However, 

Garrison and Kanuka (2014) define blended learning as the reflective incorporation of 

classroom face–to–face learning integration of classroom face-to-face learning capabilities 

with online capabilities. Similarly, the most often used definition of blended learning combines 

previously separate teaching and learning approaches. The teaching strategy comprises two 

components: 1) traditional face-to-face learning; and 2) electronic learning (e-learning) 

(Graham, 2016). Thus, Blended learning (BL) is a broad concept that intertwines various facets, 

such as delivery media, which combines face-to-face and online instruction (Graham, 2016). 

Moreover, students' desire to learn might be internal or external. Similarly, according to 

Garrison and Vaughan (2018), intrinsic motivation comes from inside, i.e., pupils who want to 

study because they desire to do so. In contrast, extrinsic motivation refers to external elements 



 15 

that encourage students to learn without relying on the instructor (Garrison et al., 2018). 

According to Graham (2019), there are three forms of instruction: mass instruction, customised 

instruction, and group instruction. The number of pupils determines the three categories, and 

each group requires a distinct delivery approach (Niekerk & Webb, 2016).  

Thus, the practical nature of the Shared Simple Virtual Environment (SSVE) on the other hand, 

necessitates involving the students and making teaching and learning an interactive process 

between the teacher and the students. As a result, the teacher is responsible for selecting the 

most appropriate teaching technique or approaches to fulfil the needs of the pupils. In an ideal 

world, various teaching approaches should be used in each class so all students can participate 

(Tan & Hew , 2016).  

Moreover, the most crucial factor here is to establish an in-class climate that encourages 

students to engage, voice their ideas without fear of being judged, ask questions, and practice 

what has been taught before without fear of failing (Driscoll, 2017). Hence, it is astonishing 

how many missed genuine learning opportunities and events because students fear judgment if 

they seek further information. 

Graham (2016) argues that although the first two places resonate with the fascination with the 

inspiration of media and learning methods, these positions describe BL so broadly that they 

would similarly include all learning systems. However, this definition could be interpreted 

quite broadly by the combination of different styles in education that blends some aspects of 

face-to-face or computer-mediated instructional modes. Blended learning means other things 

to different people who demonstrate the untapped potential of blended learning, as alluded to 

by (Driscoll, 2012). Contrary, Oliver and Trigwell (2015) argue that there is ambiguity in the 

definition of blended learning, which makes it problematic to adopt a standard definition for 

scholars.  

Many universities or schools have adopted a fused learning management system. They 

postulate whether such teaching and learning contexts could be labelled as blended learning as 

it has become the conventional education of our time. Diep, Zhu, Struyven and Blieck (2017) 

aver that in another research, it transpired that amongst 612 modules delivered on campus were 

modules categorised as blended learning courses. The blended learning courses are organised 

(based on their minimal usage) as blended learning management systems (Diep et al., 2017). 



 16 

Depending on the success criteria that help them, blended teaching and learning innovations 

evolve differently in different settings. 

In this study, the link between BT and BL is phenomenal such that the perceptions of selected 

novice teachers could be implemented as they (selected novice teachers) use BT tools when 

teaching mathematics learners in the classroom – thus creating an environment that is user 

friendly in this Fourth Industrial Revolution Era.    

2.5 The Concept of Synchronous and Asynchronous Blended Teaching – Learning 

The synchronous conception of blended learning emphasises real-time teaching and learning 

that includes on-campus and online learners. In synchronous learning, remote students 

participate in face-to-face sessions using synchronous technologies such as web and video 

conferencing (Cross, 2016). This approach uses various techniques to aid problem-solving, 

learner engagement, debates and collaboration (Canning, 2020). This conceptualization entails 

unpredictable amounts of technological complexities such as the invitation of learners to 

participate in pre-scheduled classes via Zoom and Skype, all of which are accessible through 

laptops (Cunningham, 2014). 

Blended teaching is a perception that comprises outlining instruction acquiring method, 

incorporating both face-to-face teaching and teaching advocated by Information and 

Computers Technology (ICT). It integrates direct teaching, indirect teaching, collaborative 

instruction and individualised technology-assisted learning (Lalima & Dangwal, 2017). Thus, 

the teaching methods used by selected novice teachers, embrace both the online and the face-

to-face interaction in a collaborative manner. 

However, asynchronous learning is an option for learners to take part in learning at their 

preferred times (Chirinda et al., 2021). This participation uses neither conversation boards for 

asynchronous learning nor digital tools such as WhatsApp. Gómez et al. (2021) aver that 

asynchronous learning platforms were prevalent in a JIMplus study conducted in Germany. 

Thus, the prevalence of asynchronous learning has been confirmed by a survey of 171 German 

mathematics teachers, which resulted in 42% of students who had an in-person interaction with 

their mathematics teachers for less than one month, once or never (Gómez Chova et al., 2021). 

 



 17 

 

 

 

2.6 The Challenges of Executing Blended Teaching Approaches to Learning Mathematics  

The Covid-19 pandemic was declared a national disaster by the President of the Republic of 

South Africa on 11 March 2020. Hence, the South African government, led by the Minister of 

Basic Education, emphasised rescuing the school year. Teachers were encouraged to employ 

blended teaching approaches to save the academic year (Chirinda et al., 2021). Similarly, 

Basilaia and Kvavadze (2020) and Taha, Abdalla, Wadi and Khalafalla (2020) aver that online 

learning in a Covid-19 pandemic could be an alternative solution. Thus, this could anticipate 

that blended teaching in mathematics learning might be the solution for remote teaching. 

However, Chirinda et al. (2021) assert that teachers had to experience the new normal for the 

first time as the resources, knowledge, or support were insufficient. Furthermore, this 

unprecedented situation resulted in teachers adapting their teaching, thus changing their 

teaching methods. Irfan et al. (2020) affirm that implementing online learning has its benefits 

and challenges. The drawback is that it has a potential for plagiarism behaviour and internet 

signal strength, including devices that support it (Arkorful & Abaidoo; 2015; Irfan, 2015; Irfan 

et al., 2020). Thus this could confirm the notion that the load shedding we have that results in 

poor network signal could negatively impact blended teaching in mathematics learning.   

Furthermore, the growth that took place in the 21st Century is a hindrance for novice teachers 

as content instructors, especially in executing learning by incorporating technology (Yustina et 

al., 2020). In CoSN 2020, shifting the school system to a remote knowledge acquisition 

environment is not just a technological obstruction. Instead, this is a didactic and instructional 

hindrance (Yustina et al., 2020). Technology is a means of provision. Moreover, Yustina et al. 

(2020) assert that the challenged novice teachers require invention and adaptiveness in the 

sense of adjusting to the demands of the development of mathematics, science, and technology. 

This follows the goal of learning invention to maximize creative skills.  

Furthermore, the growth that took place in the 21st Century is a hindrance for novice teachers 

as content instructors, especially in executing learning by incorporating technology (Yustina et 

al., 2020). In CoSN 2020, shifting the school system to a remote knowledge acquisition 



 18 

environment is not just a technological obstruction. Instead, this is a didactic and instructional 

hindrance (Yustina et al., 2020). Technology is a means of provision. Moreover, Yustina et al. 

(2020) assert that the challenged novice teachers require invention and adaptiveness in the 

sense of adjusting to the demands of the development of mathematics, science, and technology. 

This follows the goal of learning invention to maximize creative skills.  

2.7 Implementation of BT Approaches to Learning Mathematics 

 
A teaching and learning experience that is guided by a novice teacher, that takes place in the 

virtual space (over the Internet), is one where all learners contribute in the understanding at the 

same time, and where the understanding comprises two-way interaction between learner and 

learner or learner and novice teacher (Wu & You, 2022). Contrary to that, teachers would like 

their pupils actively participate in the learning process (van Niekerk & Webb, 2016). 

van Niekerk and Webb (2016) aver that controlling learners' conduct on the other hand, is a top 

priority. One advantage is that behavioural issues are usually easier to manage in this setting. 

Another advantage is that because the instructor oversees everything in the classroom, it is 

unusual for students to miss a topic (Staker & Horn , 2012). Despite its benefits, the teacher-

centred method has several drawbacks. Most significantly, youngsters cannot reap the social 

benefits in other ways.  

2.8 Impactful Learning of Mathematics 

 
2.8.1 FACTORS THAT INFLUENCE STUDENT SUCCESS 

 
Al-Ani (2013) posits a favourable association between learner accomplishment and learning 

motivation when adopting blended learning - following the educator's notes and undertaking 

additional reading. Blended learning methodologies help them retain a good attitude toward 

their study. Students are more inspired and encouraged to study, according to Malinina (2013), 

when web-related technology allows them to personalise their studies (for example, students 

can learn at their speed, whenever and wherever they choose). In addition to the 

aforementioned, Activities that are more relevant to the actual world, according to Malinina 

(2013), provide additional motivation for pupils to study.   

 

 



 19 

 
2.8.2 BUILDING PARTNERSHIP AMONG THE TIERS OF THE EDUCATION SYSTEM 

 
Efforts in blended teaching and learning, or even to get started using technology, should be 

integrated across the levels of the education system. Teachers and school leaders should be 

trained to leverage technology effectively to help students learn (Diep, et al., 2017). Contrary, 

as some case studies demonstrate, one innovative educator at a school can spark significant 

change. 

However, to scale, schools will need more people and centralized support structures to guide 

the effort (Kuhn, 1962). Still, this will require supporting those early-stage innovators who tend 

to operate in a siloed manner. One of the most significant challenges to effectively 

implementing blended learning is teachers feeling isolated in their efforts. Instructors generally 

prefer to use the "chalk and talk" technique and, most importantly, do not take advantage of 

the technology and equipment available.  

2.8.3 ADOPT PUBLIC – PRIVATE SCHOOL TWINNING COLLABORATION  
 

The DBE's reduced expenditures could link regional or national initiatives (Kane & Alavi, 

2017). Many budgetary challenges affect schools nationwide regarding boosting technology 

use and digital learning. Deschacht and Goeman (2015) believe schools might help one other 

in light of these common issues, mainly through cross-school and cross-sector (public and 

private) cooperation.  

For example, Hatfield Christian School, a private school in Gauteng, developed an online 

curriculum eight years ago and has since worked with over 50 underprivileged public schools 

around South Africa to assist them in implementing their digital courses (Headmaster, 2018). 

Hatfield works with each school for three years to facilitate a seamless transition and to track 

kids' progress over time (Headmaster, 2018). There is no charge for public schools for this 

collaboration in digital learning integration. Partnerships like this have the potential to provide 

schools with economies of scale as they begin to integrate digital, CAPS-aligned learning into 

their models. 

2.8.4 SET THE RIGHT METRICS AND MEASUREMENT TO DRIVE INNOVATION FORWARD  
 

A crucial first step in any technology-based or blended-learning program is determining the 

appropriate Key Performance Indicators (Graham, 2016). Given the prevailing perspectives 



 20 

from educators to get to the unknown of whether technology is delivering the desired benefits, 

schools should start implementing interim success measures that assess a program's 

effectiveness regularly. For example, at the Future Nation private school network in Gauteng, 

the leadership built a feedback channel for instructors to review how technology functions for 

them and their pupils (Driscoll, 2017).  

The school as a community is creating a network of practice that is constantly measuring the 

success of the blended learning program and tweaking the model in circumstances where it is 

not succeeding by inviting teachers to participate in critiquing and deciding which digital 

learning programs work best and why. It is important to note that these indicators will likely 

change based on the specific problems a school or instructor is attempting to tackle using 

technology. 

Interim measurements may include reports of improved student engagement or time on the task 

at one school combating behaviour difficulties. At another school attempting to transform adult 

perspectives, these metrics might include educator or parent satisfaction. 

2.9 Benefits Derived from Blended Learning 

2.9.1 IT INCREASED ENGAGEMENT EFFICACY BETWEEN LEARNERS AND EDUCATORS 
 

The higher education business benefits greatly if its growing presence in the electronic world 

is fully realized (Deschacht & Goeman, 2015; Graham, 2019). Through collaboration, virtual 

communities, instant messaging, and blogging, the transformation of learning focus on 

increasing the degree of interaction between human and technology-based assistance. The goal 

of learning transformation is to make higher education more valuable daily. 

The fundamental goal of blended learning is to incorporate delivery experiences that give the 

most efficient and practical training and open communication for teaching and learning. The 

blended learning method promotes a connection between teacher and student that strikes a 

balance between a steady coherent impact and unlimited access to knowledge on the Internet 

(Garrison & Kanuka , 2014). When researchers understand blended learning well, the next 

natural step is to see how successful it is for the recipients. 

Furthermore, Garrison and Kanuka (2014) aver that Blended learning's key purpose is to 

inculcate a teaching experience that affords the most efficient and effective teaching and 



 21 

effective in creating open communique for teaching and learning. The blended learning 

approach encourages communication between instructor and learners that balances stable, 

cohesive influence and limitless access to information on the Internet (Naaj et al., 2012; 

Garrison & Kanuka, 2004). As researchers understand the definition of blended learning, the 

following logical chronology is to determine the effectiveness of blended learning for the 

recipients. 

 
 
 
2.9.2 EASE OF USE AND STUDENT SATISFACTION  
 

The blended learning benefits represented might differ depending on the institutional 

environment and the conceptual frameworks utilized. Blended learning, for example, offers 

learners access to flexible learning settings and allows them to voice their ideas, build learning 

communities, use a range of learning techniques, and repeat and reinforce learning  (Angrist, 

2019).  

Students who need to enhance an essential ability like reading or numeracy. Teachers not 

providing them enrolled program's curriculum can use adaptive learning programs to study and 

practice independently and at speed until they reach the requisite standard. Adaptive learning 

systems and platforms, with their robust feedback loops, may be employed in diverse learning 

settings to provide more personalization. 

According to Gedik et al. (2012), interaction with learners in big classrooms is a benefit of 

blended learning for lecturers. LMSs could help lecturers better manage their teaching 

environments by collecting assignments and automatically marking quizzes. Thus, providing 

immediate feedback, using an integrated grading system, tracking progress, and setting up early 

intervention warning systems to reduce student dropout risk. 

Time management, increased workload, cultural and psychological obstacles, such as familial 

and job obligations, and, probably most crucially and plainly, technological impediments are 

some of the critical problems blended learning brings students, according to Gedik et al. (2012). 

It is plausible to argue that similar issues might apply to educators' blended learning 

experiences.  



 22 

Almusharraf and Khahro (2020) contend that blended teaching tools are crucial in increasing 

and making the environment conducive for online education, thus inspiring analytical thinking 

in cooperative interaction with learners. Whereas Wang (2003) discovered that student 

satisfaction and blended learning determine the amount of enjoyment and effectiveness of the 

student's educational experiences in any higher education institution. Sher (2009) studied 

students' satisfaction levels with various components of e-learning courses and discovered that 

students with greater levels of satisfaction had significantly higher levels of learning than those 

with low levels of satisfaction.  

Owston, York, and Murtha (2013) investigated the mix of face-to-face and online learning 

settings used to provide blended learning to understand better the processes of student 

satisfaction with blended learning and its consequences. According to their findings, students 

gain more temporal and spatial flexibility during classes, broader and easier access to materials 

utilized in the learning process, and a better level of autonomy to control their learning process.  

2.9.3 FOSTERS STRONG LEARNING INTERACTIONS 
 

Furthermore, participating in face-to-face interactive activities helps students to engage with 

their peers and create close links (such as friendships), fostering and creating strong learning 

interactions outside of the classroom (Callopy & Arnold, 2009). As a result, Wu et al. (2009) 

think that three crucial factors influence student learning satisfaction: (1) perceived ease of use, 

(2) perceived value, and (3) learning environment. They also suggested that a blended learning 

system provides an environment conducive to social contact and that the teacher encourages 

good interaction publicity.  

Defining what "perceived ease of use" means in this context is essential. The phrase perceived 

ease of use, as defined by Wu and Liu (2013), relates to the degree to which students believe 

that participating in blended learning saves time and effort. In the context of blended learning, 

Joo, Lim, and Kim (2011) defined perceived ease of use as the degree to which a person feels 

that utilizing a specific interface and content delivery will be simple. Several studies have 

examined the impact of perceived utility and satisfaction on undergraduate students' intentions 

to use Internet-based learning tools, according to Sahin and Shelley (2008). There is proof that 

users who consider reusing e-learning tools are those who believe the products are beneficial 

and straightforward to use.  



 23 

These people have increased their usage of the e-learning tool and have a favourable outlook 

on the intervention (Joo et al. 2011). Thus, this suggests that distance education teachers should 

highlight students' preparedness to employ a range of learning tools as well as raise knowledge 

of the advantages of online learning. As a result, research demonstrates that well-designed and 

properly implemented online learning environments are required to satisfy students' 

requirements and expectations (Sahin & Shelley, 2008). Furthermore, Wu and Liu (2013) 

discovered that perceived ease of use links to student happiness.  

2.9.4 PURSUIT OF PERSONAL LEARNER GROWTH 
 

Borstorff and Lowe (2007) observed that e-learning allows students at higher education 

institutions to get their education while pursuing their objectives and maintaining their 

professions to assess the impact of perceived value on student happiness. Students can attain 

personal and professional goals without attending classes or adhering to a strict schedule.  

A study by Entmer et al. (2008) discovered that when instructors play an essential role in 

increasing students' motivation, students' perceived value of their online learning conversation 

rose, prompting them to participate actively and engage. In their exciting analysis of students' 

perceived value, Entmer et al. (2008) identify that online discussions increase when students 

perceive content as relevant, engaging, and enjoyable. 

2.9.5 INCREASED LEARNER HAPPINESS  
 

The happiness of learners within and without school sets a trajectory for the learner's life. 

Learning should go beyond increasing learner performance; it should also promote 

contentment. Student happiness and the learning environment Extending education, such as 

life-long learning and learning-on-demand paradigms, has become increasingly significant as 

worldwide collaboration in education has expanded. For the expanded education landscape, a 

flexible blended learning environment is becoming more needed (Wei & Chen, 2008).  

Laumakis, Graham, and Dziuban (2019) allude that there is a growing amount of literature on 

the factors contributing to the classroom atmosphere and learning effectiveness. The challenges 

include individual educators' perceptions, which emerged in recent years, focusing on the 

crucial role educators play in developing a classroom atmosphere with the effectiveness of 

learning. Students are more supportive of new and provisionally-registered teachers in open 



 24 

learning settings. Because seasoned professionals are to their left and right in the classroom, 

more experienced colleagues can monitor, assist, and applaud instructors' success. Continuing 

low-level mentoring can be easily implemented (Osborned, 2013). 

Similarly, Sher (2009) believes that a positive learning environment promotes shared learning 

experiences, fosters student community, and promotes cooperation. Thus, Walker and Fraser 

(2005) concur with this view, mentioning that although classroom learning environments could 

improve learner outcomes, education stakeholders and scholars should initially develop a 

model to measure the learning environment before effecting changes that could enhance the 

effectiveness of the education system. Trust and collaboration between learners, according to 

Tennyson (2010), fosters and stimulates a good learning atmosphere that facilitates the 

interchange of ideas, views, information, and other resources (Norton, 2015) 

2.9.6 INCREASED STUDENT AND EDUCATOR SATISFACTION 
 

According to Sher (2009), student-instructor interaction relates to the instructor's delivery of 

knowledge, encouragement, and feedback to students. According to Chyung (2018), interaction 

in an online or face-to-face course investigated learning for various reasons, including the 

vitality of a discussion, students' willingness to share ideas, participation in collaborative 

activities, and group projects, all of which contribute to productive learning environments.  

Concurrent or intermittent delivery of instruction and communication between instructors and 

students is carried out (Her Wu et al., 2008). Educators who encourage learners to participate 

actively in class discussions; offer comments on learners' work and tell them of their progress 

regularly; and treat them as people who are more satisfied (Sher, 2009). Learners believe that 

interactions with educators are essential in an educational setting, according to Chaves (2019), 

as they are experts. 

2.10 The Impact of Methods in Blended Teaching – Learning 

2.10.1 LEARNER-CENTRED  

BT has been an effective tool for teaching and learning (Ahmadi, 2018). Furthermore, Ahmadi 

(2018) attests that this is a crucial section of the novice teachers’ profession through which they 

could use technology to enable learners' learning. This technology integration, such as the BT 

approach, could facilitate the entire learning process. However, increasing evidence 

demonstrates the efficiency of this active – learning symbolized by using the BT approaches 



 25 

(Persky & McLaughlin, 2017). Generally, Persky & McLaughlin (2017) aver that this evidence 

suggests that the use of sound–designed BT approaches activate active learning that could 

foster higher–order thinking skills, collaborative skills, and self–awareness among learners. 

Thus, using the BT approach has changed the methods from novice teachers-centered to the 

learner – centered (Persky & McLaughlin, 2017).  

 
 
 
2.10.2 PERSONALISED EDUCATION 

 
Personalized education takes the student-centred approach to a new level by reacting to each 

learner's unique needs, skills, and shortcomings as feasible. Individualized education tailors 

learning to the student (Ginns & Reeva, 2017). Moreover, one-on-one tutoring or high-tech, 

responsive learning tools transpire. Personalized education is a very effective method of 

learning that can result in remarkable learning outcomes. Finally, a personalized education 

strategy may incorporate cooperative learning for a balanced combination of social and 

customized learning. 

Today, many experts believe incorporating more learner-centred learning practices into the 

classroom can boost learning (Moate & Cox, 2015). Using a teacher-centred approach deprives 

pupils of essential skills and learning opportunities. However, for some specific topics and 

learning objectives, there may still be room for teacher-centred learning (Laumakis, et al., 

2019). However, teacher-centred learning should not be a teacher's sole approach in the 

teachers' toolkit. The bottom line is that each instructor must discover a teaching style 

compatible with their personality. A motivated teacher who is confident in their abilities is an 

excellent teacher. 

2.10.3 DIGITAL CLASSROOM 
 

Blended learning in a digital classroom emphasizes using online technology. "blended 

learning" refers to using digital technologies in the classroom. Much of this research is carried 

out in K-12 schools Council of European Union, (2019), although there are also such papers 

from higher education settings. One research used a tablet computer, and earbuds students got 

when they entered the classroom to access multimedia lectures (Watson, 2018). Another 



 26 

research looked at a curriculum designed for schools and included online and print resources 

(Staker & Horn , 2012).  

 

 

2.11 Summary of Chapter 2 

 

There are various perceptions of novice teachers about blended teaching on learning of 

mathematics. This chapter discussed this study’s key concepts and also gave an overview of 

literature guiding the study. The following chapter is the overview of the theoretical 

framework.  

 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 



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CHAPTER THREE: THEORETICAL FRAMEOWRK 
 
3.1 Introduction  

 

The previous chapter discussed the relevant literature guiding the study. The literature sought 

to answer the following research questions. The chapter provided an account of the literature 

reviewed on the perspectives of novice teachers about the impact of blended teaching on the 

learning of mathematics. This chapter discusses the theory that underpins the study. The use of 

conceptual framework such as Community of Inquiry (CoI) aided in the analysis of the data 

that transpired from the study. Furthermore, conceptualised framework is discussed.  

3.2 Social Constructivist Approach 

 

According to Walliman (2018:74), although the meaning of theory is rather imprecise in 

research, “it refers to a statement that makes claim about a phenomenon.” It (theory) is “a 

generalised and generalisable statement which describes, explains, predicts and helps to select, 

classify and organise ideas, process and concepts. It helps to explain, clarify and articulate the 

heart of the issue” (Cohen et al, 2018). However, according to Muhajirah (2020) the 

development of Constructivism is associated with the Cognitive learning theory. Kostruktivism 

proceeds from the principle (belief) that knowledge is a method of training that continually 

develop and change (Muhajirah, 2020).  Theory helps in formulating and finding causal 

relationships (Patten & Newhart, 2018) using rigorous criteria so that it aligns with logic and 

empirical evidence (Patten & Newhart, 2018); it helps in understanding what, how, and why 

observed phenomena and regularities occur (Cohen et al., 2018). Theory helps in predicting 

and in guiding direction of research; thereby having a firm theoretical base strengthens research 

as it identifies assumptions and enables the researcher to evaluate and to critique those (Cohen 

et al., 2018). Characteristically, a theory is important in explaining a relationship between two 

or more actions or things using rigorous criteria so that it aligns with logic and empirical 

evidence (Patten & Newhart, 2018). 

The above definition makes theories to be an organised body of concepts and principles 

intended to explain a particular phenomenon (Leedy & Ormond, 2021), making factual the 

reality that theories are speculative road maps for how things work (Blanchard & Thacker, 

2013). This study is underpinned by the Social Constructivist Theory by Lev Vygotsky (1978). 



 28 

This study further adapted the CoI Model by Garrison et al. (2000) as an analytical framework. 

This theory has been influential in developing working curricula for mathematics and other 

learning areas (Vygotsky's, 1978). Furthermore, Social Constructivism underscores the 

importance of human interaction in learning enhanced by technology through BT beyond the 

classroom environment (Gwaltney, 2017).  

Moreover, Muhajirah (2020) instruction (education) is always an outcome of the reasoning 

construction of reality through one's exercises. Thus,  knowledge is not inevitable or stable but 

rather a method of developing to be known (Muhajirah, 2020). The principle of constructivism 

theory is that students must discover and alter detailed knowledge into other situations, and if 

required, that knowledge becomes their own. For this reason, the educator’s job description is 

to enable the progression by:  

1. Making knowledge acquisition (learning) significant and applicable for students;  

2. Permit students to research and put into practice their ideas;  

3. Teachers are making students mindful of their approaches to acquiring knowledge.  

The acquisition of student knowledge begins with the adoption of new. According to 

(Muhajirah, 2020), the characteristics of constructivist learning are:  

1) Offering knowledge acquisition (learning) skills by combining the experience that students 

have in such a way that is knowledge acquisition (learning) through the process of knowledge 

development;  

2) Offering different replacement learning practices, not all do the same task; for example, a 

problem can be solved in different ways;  

3) Incorporating learning with authentic and appropriate situations comprising distinct 

experiences, for example, to apprehend a concept through the authenticity of everyday life; 

 4) Incorporating learning to enable social transmission that is the manifestation of cooperation 

and interaction of an individual with others or with the atmosphere, for example, interaction 

and collaboration between students, teachers, and students;  

5) Employing different media with the inclusion of  oral and written communication so that 

learning becomes more active; thus 



 29 

6) Emotionally and social involvement of students so that it becomes exciting and students 

want to learn.  

Following scientific ideas, knowledge is not transferred from teacher to student, except with 

students' activeness to reason; the teacher's role is to help provide facilities and situations. 

Hence, the construction process of students runs smoothly. Blended Teaching tools will foster 

this learning as novice teachers will facilitate the teaching process so that it becomes clear to 

the recipients of the lesson.   

Duffy and Cunningham (1996) substantiate that constructivist approaches use technologies that 

significantly impact teaching. Thus, Mal and Adhya (2020) aver that a corresponding 

association emerges between BT and Constructivism—the execution of each one advancing 

the other. Thus, Constructivism is an instruction affirming that learning takes place in settings, 

while BT refers to the strategies and conditions that involve learners. To apprehend the 

perspective of BT in enhancing the teaching-learning procedure trying to incorporate 

technology in the schoolroom needs to be researched within the perspective of a constructivist 

framework. Constructivist approaches embrace collaborative and concerted learning strategies 

involving analytical and meditative reasoning (Nanjappa & Grant, 2003).  

3.3 Constructivism and Conversation Theory in Blended Teaching and Learning  

The flipped learning confirms the notion and the methodologies used to achieve it (Eppard & 

Rochdi, 2017). Moreover, the broad examining of using it (flipped learning) and neither have 

the theory that underpins could elaborate and substantiate the distinguished success of this 

approach. Eppard and Rochdi (2017) contend that this chapter aims to deal with this gap in the 

literature. Thus, by showing how learning theories link flipped learning and the operationalized 

components of these theories. Thus, demonstrating learning theories' connection with BT 

approaches in mathematics learning. 

One of the most substantial critiques of Blended teaching is that it places the burden of 

knowledge creation on the instructor rather than the student. Addressing this gap through 

Constructivism theory may be implemented in a Blended teaching environment, which 

promotes student engagement and focuses on the learner's ability to create new knowledge 

based on prior experience (Graham, 2016). Thus, this assimilation should be done in such an 

approach that blended teaching should not emerge as a diverse mixture of separated traditions. 



 30 

However, preferably, it should be a productive blend as the paramount of both worlds (Mal & 

Adhya, 2020).  

Mal and Adhya (2020) maintain that the main prerequisite is that both approaches (assimilation 

& mixture of separated traditions) should supplement each other in the primarily feasible way, 

both in learning and technical terms. The qualities of a blended teaching environment allow it 

to adapt, assist, and encourage using Constructivism and Conversation theories in the learning 

process. Blended teaching might be similar to flipped learning, as learning will not be restricted 

within the classroom, i.e., it will take place in the comfort of learners, with novice teachers 

being the mentors of learners. Similarly, Yousufi (2020) avers that flipped classroom triggers 

the constructivist model.  

Blended learning aims to lay out the most efficient and practical teaching experience by 

combining delivery modalities (Kumar, 2012). Learners and teachers work together to improve 

the quality of learning and teaching; the ultimate aim of blended learning is to provide realistic, 

practical opportunities for learners and teachers to make learning independent, practical, 

sustainable, and ever-growing (Graham, 2005).  

3.4 Constructivism-Based Blended Learning Model  

 

Figure 2.1 above highlights constructivism characteristics with related BT activities and ICT 

support tools. The constructivists created knowledge through social negotiation, cooperation, 

and experience. At all times, the instructor analyses students and serves as a coach, mentor, or 

guide, providing feedback to students and correcting any miscommunication between students 

at an early stage. The proposed Constructivism BT model consists of various face-to-face 

classrooms and online learning activities (Chyung, 2018).  

The teaching process starts with a face-to-face lecture to overview the course and discusses the 

most significant knowledge taught. Table 2.1 depicts the proposed teaching process, which 

consists of seven significant phases in which various scenarios could be applied (Deschacht & 

Goeman, 2015). During these phases, students construct knowledge through various learning 

activities linked to continuous evaluation. 

 

 



 31 

 

Figure 3. 1: Constructivist-based blended learning  

 

Source: adapted from Al-Huneidi and Schreurs (2012)       

3.5 Applying Constructivist Perspectives 

Mal and Adhya (2020) contend that Constructivism depicts a way of acquiring knowledge in 

which novice teachers cooperate meditatively to create new perceptions. Thus, this is precisely 

in the perspective of collaborative inquiry grounded in their knowledge (Mal & Adhya, 2020). 

Moreover, Mal and Adhya (2020) advocate that central to this cooperation is the advancement 

of communicative ability that facilitates learners to participate in open and critical conversation 

with both the novice teacher and capable peers.  

On the one hand, constructivist teaching gives outstanding significance to improving novice 

teachers' ideas (Mal & Adhya, 2020). In constructivist teaching, inspired novice teachers use 

their problem-solving techniques. Thus, they are expected not to embrace others' reasoning but 

to enhance their own. 

Anderson (2016) and Mpungose (2020) aver that learners learn better through facilitation, 

collaboration, interaction, communication, and knowledge construction. Hence, in developing 

countries like South Africa, BT seems to be a suitable strategy to augment the teaching-learning 

procedure in mathematics. Furthermore, during the collaboration with peers and novice 

teachers, the pupil's insightful thinking increasingly develops more abstract and vigorous 



 32 

(Clements & Battista, 1990). The responsibility of the constructivist novice teacher is to direct 

and support pupils’ creativity of doable concepts rather than conveying ascertained techniques 

of task achievement. The