Choice in Blended Learning: Effects on Student Motivation and Mathematics Achievement

Autor/inn/en	Brandt, Edward C.; Columba, Lynn
Titel	Choice in Blended Learning: Effects on Student Motivation and Mathematics Achievement
Quelle	In: Mathematics Teaching Research Journal, 14 (2022) 5, S.4-15 (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Blended Learning; Student Motivation; Mathematics Achievement; Learning Strategies; Geometry; Student Attitudes; Selection; Control Groups; High School Students + Suchen Sie Ihr Suchwort? Schulische Motivation; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Geometrie; Schülerverhalten; Auslese; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin
Abstract	Over the past decade, there has been an urgent calling for the improvement of teaching and learning of mathematics. At that same time, research has provided promising findings in the value of self-regulation and choice on learning for student achievement. With the ever-increasing availability of resources for educators to support student learning, this study explores student motivation, learning strategies and learning associated with student choice in a blended learning environment. A quantitative quasi-experimental designed study revealed no significant difference in student motivation, learning strategies, or mastery of geometry content between groups of students. (As Provided).
Anmerkungen	City University of New York. Creative Commons. 205 East 42 Street, New York, NY 10017. Web site: https://commons.hostos.cuny.edu/mtrj
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01