Efectividad del Blended Learning en Matemáticas en el Sistema Educativo como Método de Intervención: Una Revisión Sistemática

This systematic review evaluated the effectiveness of Blended Learning compared to traditional face-to-face instruction in improving academic performance in mathematics across diverse educational contexts. A structured search was conducted in electronic databases using predefined inclusion and exclusion criteria. A total of 54 empirical studies were included, covering various countries, educational levels, and Blended Learning modalities, with a combined sample of 10,425 participants. The findings indicate that Blended Learning was generally more effective than traditional instruction in terms of academic achievement, motivation, and cognitive and metacognitive skill development. The overall effect size favored Blended Learning, although there was notable heterogeneity across studies. Moderating factors such as study design, educational level, and intervention duration were identified. The review discusses practical implications for educational practice and future research, highlighting the need to address teacher digital competencies, student perceptions, and contextual factors for the successful implementation of Blended Learning in mathematics.