Abstract

JIMENEZ VILLALPANDO, Amaranta et al. Student Motivation towards Mathematics at Blended Learning and Place-Based Classroom High Schools. Educación [online]. 2020, vol.44, n.1, pp.96-109. ISSN 2215-2644.  http://dx.doi.org/10.15517/revedu.v44i1.35282.

The goal of this study is to statistically compare five aspects related of student motivation towards Mathematics among high school students involved in two types of learning programs - blended learning and face-to-face instruction. The study followed a quantitative methodology and selected a sample of 186 students enrolled in two types of public high school programs in Northern Mexico who were asked to fill out a questionnaire about their motivation towards Mathematics. The survey revealed their level of interest, importance, use, associated costs in studying Mathematics and self-efficacy expectations. According to the results, high school students in face-to-face learning programs had a statistically higher level of interest, perception and self-efficacy expectations about Mathematics. High School students enrolled in the blended learning modality had a higher score when answering the survey question about the financial cost associated with studying Mathematics.

Keywords : Motivation; Distance Education; Distance-learning; Post-secondar; Education; Educational Model.

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