This paper outlines the results of a formative evaluation research study to establish if blending face-toface and e-learning delivery methods can support the development of apprentices in mathematics. The study included the design, development and evaluation of a mathematics web site which is grounded in established theoretical criteria for effective blended delivery within third level education. This web site is delivered through the WebCT e-learning platform. The research design used a mixed method approach combining both quantitative and qualitative data derived from questionnaires, interviews, non-participant observation and focus group sessions. The research, which lasted three months, involved forty plumbing apprentices, half of whom had the Leaving Certificate and the remainder the Junior Certificate as their highest second level educational qualification. Only one of the research group was female and their ages ranged from twenty to twentythree years. A literature review was conducted covering areas such as formative evaluation of third level programmes, blended learning models, social constructivist approaches to learning and teaching and principles of effective web course design. Primary studies were used to inform the research process and identify a suitable methodology and methods of data collection. The principal findings of the research indicate that student apprentices who took part in the blended learning module, and whose highest second level educational qualification is the Junior Certificate, showed a 10% improvement in examination results in questions with a mathematical content. Feedback from students who took part in the study shows that their experience of e-learning was extremely positive and that 84% would like to participate in this type of delivery method in the future.
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