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Enhancing Learning Achievement and Motivation in Mathematics: The Effect of Online Instruction on Simplifying Radical Expressions

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Title: Enhancing Learning Achievement and Motivation in Mathematics: The Effect of Online Instruction on Simplifying Radical Expressions
Language: English
Authors: Gerald D. G. Mabuti (ORCID 0009-0001-7958-0006), Cristo Mark D. Ancheta (ORCID 0009-0001-5232-1709)
Source: Educational Process: International Journal. Article e2025540 2025 19.
Availability: UNIVERSITEPARK Limited. iTOWER Plaza (No61, 9th floor) Merkez Mh Akar Cd No3, Sisli, Istanbul, Turkey 34382. e-mail: editor@edupij.com; Web site: http://www.edupij.com/
Peer Reviewed: Y
Page Count: 16
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Secondary Education
Grade 9
High Schools
Junior High Schools
Middle Schools
Descriptors: Mathematics Achievement, Learning Motivation, Mathematics Instruction, Online Courses, Mathematical Concepts, Technology Integration, Instructional Effectiveness, Grade 9, Web Based Instruction, Student Participation, Active Learning, Independent Study, Foreign Countries, High School Students
Geographic Terms: Philippines
ISSN: 2147-0901
2564-8020
Abstract: Background/purpose: This study investigates the impact of online instruction on students' learning achievement and motivation in simplifying radical expressions in mathematics. With the increasing integration of technology in education, understanding its effectiveness compared to traditional modular learning is essential. The main purpose is to compare the effects of online versus modular instruction on student outcomes, particularly focusing on motivation and achievement among Grade 9 students. Materials/Methods: This research utilized a mixed-methods embedded design, integrating a quasi-experimental methodology with qualitative survey data. Sixty Grade 9 students from a public high school in Nueva Ecija, Philippines, were purposefully assigned to control (modular) and experimental (online) groups. Data collection involved a 50-item proficiency test, the Modified Course Motivation Survey, and an open-ended survey concerning instructional experiences. Quantitative data were analyzed using descriptive statistics and t-tests, whereas qualitative responses were analyzed using thematic analysis. Results: Findings revealed that both instructional methods improved students' achievement and motivation in mathematics. However, online instruction was significantly more effective, especially in enhancing motivation. Students reported that online activities were engaging, participatory, and promoted independent learning, despite some challenges. Post-intervention, the online group demonstrated higher motivation and achievement levels compared to the modular group. Conclusion: The study concludes that online instruction is more effective than modular learning in increasing motivation and learning achievement in mathematics. The engaging and interactive nature of online strategies fosters active participation and independent learning, suggesting that integrating technology into teaching practices can significantly enhance educational outcomes.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1488916
Database: ERIC
FullText Text:
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  Data: Enhancing Learning Achievement and Motivation in Mathematics: The Effect of Online Instruction on Simplifying Radical Expressions
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  Data: <searchLink fieldCode="AR" term="%22Gerald+D%2E+G%2E+Mabuti%22">Gerald D. G. Mabuti</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0001-7958-0006">0009-0001-7958-0006</externalLink>)<br /><searchLink fieldCode="AR" term="%22Cristo+Mark+D%2E+Ancheta%22">Cristo Mark D. Ancheta</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0001-5232-1709">0009-0001-5232-1709</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Educational+Process%3A+International+Journal%22"><i>Educational Process: International Journal</i></searchLink>. Article e2025540 2025 19.
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  Data: UNIVERSITEPARK Limited. iTOWER Plaza (No61, 9th floor) Merkez Mh Akar Cd No3, Sisli, Istanbul, Turkey 34382. e-mail: editor@edupij.com; Web site: http://www.edupij.com/
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  Data: <searchLink fieldCode="DE" term="%22Philippines%22">Philippines</searchLink>
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  Data: 2147-0901<br />2564-8020
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Background/purpose: This study investigates the impact of online instruction on students' learning achievement and motivation in simplifying radical expressions in mathematics. With the increasing integration of technology in education, understanding its effectiveness compared to traditional modular learning is essential. The main purpose is to compare the effects of online versus modular instruction on student outcomes, particularly focusing on motivation and achievement among Grade 9 students. Materials/Methods: This research utilized a mixed-methods embedded design, integrating a quasi-experimental methodology with qualitative survey data. Sixty Grade 9 students from a public high school in Nueva Ecija, Philippines, were purposefully assigned to control (modular) and experimental (online) groups. Data collection involved a 50-item proficiency test, the Modified Course Motivation Survey, and an open-ended survey concerning instructional experiences. Quantitative data were analyzed using descriptive statistics and t-tests, whereas qualitative responses were analyzed using thematic analysis. Results: Findings revealed that both instructional methods improved students' achievement and motivation in mathematics. However, online instruction was significantly more effective, especially in enhancing motivation. Students reported that online activities were engaging, participatory, and promoted independent learning, despite some challenges. Post-intervention, the online group demonstrated higher motivation and achievement levels compared to the modular group. Conclusion: The study concludes that online instruction is more effective than modular learning in increasing motivation and learning achievement in mathematics. The engaging and interactive nature of online strategies fosters active participation and independent learning, suggesting that integrating technology into teaching practices can significantly enhance educational outcomes.
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  Data: 2025
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  Data: EJ1488916
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RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 16
    Subjects:
      – SubjectFull: Mathematics Achievement
        Type: general
      – SubjectFull: Learning Motivation
        Type: general
      – SubjectFull: Mathematics Instruction
        Type: general
      – SubjectFull: Online Courses
        Type: general
      – SubjectFull: Mathematical Concepts
        Type: general
      – SubjectFull: Technology Integration
        Type: general
      – SubjectFull: Instructional Effectiveness
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      – SubjectFull: Grade 9
        Type: general
      – SubjectFull: Web Based Instruction
        Type: general
      – SubjectFull: Student Participation
        Type: general
      – SubjectFull: Active Learning
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      – SubjectFull: Independent Study
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      – SubjectFull: Foreign Countries
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      – SubjectFull: High School Students
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      – SubjectFull: Philippines
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    Titles:
      – TitleFull: Enhancing Learning Achievement and Motivation in Mathematics: The Effect of Online Instruction on Simplifying Radical Expressions
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