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All Journal Journal of Education and Learning (EduLearn) Journal on Mathematics Education
Peteros, Emerson D.
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Humanities Education Library & Information Science Mathematics Social Sciences Other

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Predictive analysis of independent learning bearing on students’ mathematics performance in Davao de Oro, Philippines Cabilan, Judiel B.; Peteros, Emerson D.
Journal on Mathematics Education Vol. 15 No. 4 (2024): Journal on Mathematics Education
Publisher : Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22342/jme.v15i4.pp1409-1432

Abstract

The abrupt transition from face-to-face to remote learning due to the COVID-19 pandemic has made independent learning the dominant pedagogical framework globally. As students return to in-person education, there is an increasing expectation for them to demonstrate autonomy in their learning and its impact on academic outcomes. This study aims to evaluate students' level of independent learning across cognitive, metacognitive, and motivational strategies, assess their mathematics performance, and identify which learning strategies predict their performance in mathematics. A descriptive correlational research design was employed to examine the independent learning levels and mathematics performance of secondary school students in Davao de Oro, Philippines. The findings revealed that the students exhibited high levels of independence in their mathematics learning, particularly in cognitive, metacognitive, and motivational strategies, with metacognitive strategies receiving the highest ratings. Additionally, students achieved very satisfactory results in their mathematics courses. A multiple linear regression analysis identified that only cognitive and motivational strategies significantly predicted mathematics performance, with motivational strategies emerging as the strongest predictors. In contrast, metacognitive strategies were found to be non-significant predictors, which contradicts existing literature. These findings provide valuable insights for educational stakeholders to enhance students' independent learning, specifically focusing on cognitive and motivational strategies, to further improve mathematics performance.
Impact of pre-service teachers’ self-regulation and self-efficacy on their mathematics performance in blended learning Peteros, Emerson D.
Journal of Education and Learning (EduLearn) Vol 18, No 2: May 2024
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v18i2.21074

Abstract

This research investigated the pre-service teachers’ self-regulation, self-efficacy, and mathematics performance in blended learning during the post Coronavirus disease 2019 (COVID-19) pandemic in a state university using a descriptive correlational design. There were 201 pre-service teachers who were identified using simple random sampling. They answered the two-set survey questionnaire, which assessed their self-regulation and self-efficacy, while their performances were assessed using their grades in the subject. The data gathered were treated using descriptive and inferential statistics. The results revealed that they had high self-regulation while they had a very high level of self-efficacy. At the same time, they had a very satisfactory performance in mathematics. Moreover, their self-regulation in terms of planning, monitoring, and adjusting was significantly correlated with their math performance while reflecting is not. However, no significant relationship was found between their self-efficacy and mathematics performance. Thus, instructors are encouraged to conduct monitoring during blended learning to encourage pre-service teachers to maintain their high level of self-regulation and self-efficacy in learning mathematics. In addition, future researchers may explore the same variables to validate the findings of the study because these findings are limited only to pre-service teachers and were conducted during the post COVID-19 pandemic.
Co-Authors Cabilan, Judiel B.