Contextualized self-regulated blended learning for senior high school students to remediate mathematics anxiety

• Main Author: Estonanto, Aldrin John J.
• Format: text
• Language: English
• Published: Animo Repository 2024
• Subjects: Calculus—Study and teaching; Blended learning; Math anxiety; Educational Methods; Science and Mathematics Education
• Online Access: https://animorepository.dlsu.edu.ph/etdd_scied/32; https://animorepository.dlsu.edu.ph/context/etdd_scied/article/1041/viewcontent/2024_Estonanto_Final.pdf
• Institution: De La Salle University

The implementation of the New Normal in Education has changed mathematics learning forever. Distance learning modalities have increased access of education among learners. However, the risk of acquiring mental health problems have become record high due to decrease in socialization and human interaction as natural effect of these modes of learning. Mathematics anxiety is an emerging problem in distance learning resulting to low performance among learners. This study aims to develop a Contextualized Self-regulated Blended Learning (CSBL) model that will help enhance the self-regulation skills of senior high school students, remediate their mathematics anxiety and improve their performance in Pre-Calculus. The CSBL model together with learning modules were developed, validated by experts, and pilot tested in a Pre-Calculus blended learning class. Results revealed that the developed learning model and learning modules were found to be highly valid. Bayes factor analysis and Wilcoxon test results pairing the initial assessment and post assessment scores for self-regulation questionnaire (SRQ), modified abbreviated mathematics anxiety scale (mAMAS), and pretest-posttest in Pre-calculus of students were significant (p < 0.05). Further spearman rhos’s correlation analysis revealed that self-regulation has moderate to strong correlation with mathematics anxiety and performance. Keywords: self-regulated learning, blended learning, learning model, mathematics anxiety, contextualization, mental health, pre-calculus