Name: Neetu Makkar
Country: India

Year: 2025
Volume: Volume-15, Issue-2, (July-December)
Page Number: 12-21
DOI: https://doi.org/10.5281/zenodo.16916888

ABSTRACT
This study investigates the effect of blended learning on Grade IX students' mathematics
achievement, considering their learning styles and intelligence levels. Using a 2×4×2 factorial
design, students from two CBSE schools were grouped based on instructional strategy
(blended vs. conventional), learning style—classified by Kolb’s Learning Style Inventory
(2007)—and intelligence level—measured by Ahuja’s General Group Test of Intelligence
(2005). Analysis via descriptive statistics, three-way ANOVA revealed that blended learning
significantly enhanced math achievement. Students with higher intelligence scored better,
while learning style alone had no significant main effect. However, interactions between
instructional strategy and both learning style and intelligence were significant. No three-way
interaction was observed. The findings highlight that blended learning boosts performance,
with cognitive ability more influential than learning style.
Keywords : Blended