Anmerkungen:
In: Hufana, D.A.T & Gurat, M.G. (2023). Individual, Motivational, and Social Support Factors Towards Learning Mathematics of University Students in the Blended Learning Approach. American Journal of Educational Research, 11(4):175-182.pubs.sciepub.com/education/11/4/1/index.html
Nach Informationen von SSRN wurde die ursprüngliche Fassung des Dokuments April 10, 2023 erstellt
Beschreibung:
The broad range of emotional factors that affect learning on the sudden change of the learning modality in Mathematics led to this study. This study aimed to compare the level of support factors that greatly affect the students’ learning in mathematics in a blended learning approach. Sex, age, and relationship status were considered grouping variables on the individual, motivational, and social support factors towards learning mathematics in the blended learning mode of thirty education students at the tertiary level. This study used a quantitative approach, particularly descriptive-comparative design. It utilized descriptive statistics such as means, standard deviations, and frequency and percent to describe the level of support factors. T-test for independent samples/ Mann Whitney U test was used to compare the level of support factors when grouped by the profile variables. Repeated Measures Analysis of Variance was used to compare the three support factors. The results revealed that the students’ level of support factors is high. Moreover, the level of support factors towards learning the subject in the blended learning mode of delivery of the students is the same regardless of their sex, age, and relationship status except in individual factors. Older students are influenced by their self-esteem or study habits more than younger students in learning mathematics in a blended approach. The students are eager to learn Mathematics in a blended learning approach because they are more motivated or are supported by their peers or their self-esteem