Mathematics Self-Concept and Learning Factors in Relation to Academic Performance
Olsen Alojado | Paul Melcar Paglomutan | Lexie Perez | Zyrah Desusa | Mary Jane Jampolina | Rechelle Enguillo | Mary Christine Joy Siplao
Discipline: Education
Abstract:
This study sought to determine the relationship between the level of mathematics self-concept, learning factors
and academic performance in blended learning modality. In this study, a mixed method using an embedded
design was employed to collect both quantitative and qualitative data, with the latter being used to
supplement the former. The results of the study revealed that the level of mathematics self-concept of the
participants was moderate, the level of the learning factors in blended learning was moderate, and the academic
performance in general mathematics was outstanding. However, when results were analyzed per item, findings
revealed that during the blended learning, students had trouble understanding and remembering what they
learned in mathematics. This was corroborated by the key informants’ responses during the interview.
Additionally, the findings showed that in blended learning, connectivity and personal space were crucial
considerations to make when the participants were studying away from noise and distractions as likewise
confirmed by the key informants in their responses. Results also revealed that no significant difference exists
in mathematics self-concept and learning factors when the participants were grouped by sex, strand, and
school of origin. In terms of academic performance, findings revealed that no significant difference exists
when the participants were grouped according to school of origin but a significant difference exists when they
were grouped according to sex and strand. Additionally, it was found out that no significant relationship exists
between mathematics self-concept, learning factors, and academic performance. The researchers concluded
that there is a need to conduct diagnostic test in mathematics to specifically determine the strength and
weaknesses of the participants as gleaned from the contradicting quantitative and qualitative findings of the
study. Thus, this study suggests that teachers regularly carry out formative assessments and closely monitor
students' learning and performance through in-person and online discussions.
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