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 |
| 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 |
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