Student Motivation towards Mathematics at Blended Learning and Place-Based Classroom High Schools
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| Autoři: | , , , , , , |
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| Médium: | artículo original |
| Stav: | Versión publicada |
| Datum vydání: | 2019 |
| Popis: | 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. |
| Země: | Portal de Revistas UCR |
| Instituce: | Universidad de Costa Rica |
| Repositorio: | Portal de Revistas UCR |
| Jazyk: | Español |
| OAI Identifier: | oai:portal.ucr.ac.cr:article/35282 |
| On-line přístup: | https://revistas.ucr.ac.cr/index.php/educacion/article/view/35282 |
| Klíčové slovo: | Motivation Distance Education Distance-learning Post-secondary Education Educational Model Motivación Educación a distancia Educación postsecundaria Modelo educacional |