Students’ Satisfaction and Attitudes Toward Mathematics in Blended Learning in Relation to Performance in Mathematics

Abstract

This research delved into the pivotal role of student satisfaction and positive attitudes in fostering academic achievement in Mathematics, particularly within the context of blended learning. The investigation encompassed the attitudes and satisfaction levels of 163 Grade 7 to 10 students, selected via stratified random sampling. Employing a descriptive-correlational research design, the study utilized questionnaires to collect data, which were subsequently analyzed through Mean, Standard Deviation, Pearson Product-Moment Correlation Coefficient, and Stepwise Multiple Regression Analysis. The findings unveiled a prevailing positive attitude among students toward blended learning, indicating satisfaction with the instructor, instructional methods, interaction, and technological aspects during the blended learning experience. Furthermore, the students' performance in Mathematics exhibited a satisfactory level during blended learning. A noteworthy correlation emerged between students' favorable attitudes toward Mathematics and their academic performance. Additionally, a significant relationship was identified between students' satisfaction with the teacher and interaction during blended learning, and their subsequent academic performance in Mathematics. Crucially, the study identified predictors for students' performance in Mathematics during blended learning, highlighting the influential role of their attitudes toward liking Mathematics and their satisfaction with teachers. In light of these findings, the study proposes that Mathematics educators should proactively incorporate activities aimed at enhancing student satisfaction and cultivating positive attitudes toward Mathematics within the blended learning modality. This strategic approach is posited to contribute significantly to optimizing academic outcomes in Mathematics.