This study investigated the effects of spaced-learning and blended learning strategies on academic performance of Ekiti State students in mathematics in order to find out the probable best learning strategy and interactive effects of gender and location. The sample of the study was 107 Senior Secondary Schools II, Mathematics students selected from six local government areas in Ekiti State using multi stage sampling technique. Quasi experimental design was adopted for the study. Achievement Test in Mathematics (ATM) was used to collect data. The students in the three groups were homogeneous at the commencement of the study. The data collected in this study were subjected to Analysis of Variance, Multiple Classification Analysis and Scheffe Post-hoc analysis at α = 0.05 level of significance. The findings revealed that students in the spaced learning group performed better than those in blended learning and conventional groups while students in blended learning group performed better than their counterparts in the conventional group. Also, there were no interactive effects of gender on academic performance of students exposed to spaced-learning, blended learning and Conventional strategies of teaching Mathematics. Based on the findings, it was recommended among others that mathematics teachers should adopt spaced-learning and blended learning strategies as effective learning strategies in order to improve student’s performance in Mathematics.

Key words: Mathematics, Senior Secondary Schools, Spaced learning, Blended learning, Conventional and Academic performance,

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