International Journal For Multidisciplinary Research

E-ISSN: 2582-2160   •   Impact Factor: 9.24

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Volume 8 Issue 2
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Impact of Constructivist-Blended Learning on Mathematics Teacher Education: A Quantitative Study

Author(s) Dr. Mamata Kumari Satapathy
Country India
Abstract This study investigates the role of constructivist pedagogy in integrating online and face-to-face learning environments for mathematics teacher education. The primary objective was to examine the effects of constructivist-blended learning on mathematics achievement, learner satisfaction, and teacher self-efficacy among pre-service teachers. A quantitative research design was employed with a sample of 60 pre-service mathematics teachers from eight B.Ed. College of North Bengal. Participants were divided equally into a constructivist-blended learning group and a traditional-blended learning group. Data were collected using standardized achievement tests and validated questionnaires measuring satisfaction and self-efficacy. Collected data were analysed by independent samples t-tests and Pearson correlation. The finding revealed that the constructivist-blended group achieved significantly higher scores in mathematics achievement compared to the traditional-blended group. Similarly, satisfaction and self-efficacy levels were significantly greater for the constructivist-blended group. Pearson correlation analysis indicated strong positive relationships between satisfaction and achievement and between self-efficacy and achievement. These findings demonstrate that constructivist-blended learning enhances not only academic outcomes but also psychological engagement and teaching confidence among pre-service teachers. The study highlights the need for teacher education programs to incorporate constructivist principles within blended frameworks to promote effective, learner-centered mathematics instruction.
Keywords Keywords: Constructivist pedagogy, blended learning, mathematics achievement, satisfaction, self-efficacy, teacher education
Field Sociology > Education
Published In Volume 8, Issue 1, January-February 2026
Published On 2026-01-23
DOI https://doi.org/10.36948/ijfmr.2026.v08i01.67132
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E-ISSN 2582-2160
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