Academic Journal
Evaluation of Blended Learning in Mathematics Courses in the Informatics Engineering Department
| Τίτλος: | Evaluation of Blended Learning in Mathematics Courses in the Informatics Engineering Department |
|---|---|
| Γλώσσα: | English |
| Συγγραφείς: | Jemakmun (ORCID |
| Πηγή: | Journal on Mathematics Education. 2026 17(1):247-258. |
| Διαθεσιμότητα: | Indonesian Mathematical Society. Jl. Padang Selasa 524, Palembang, South Sumatra 30139, Indonesia. Tel: +618-127-106777; Fax: +627-113-20310; Web site: http://jme.ejournal.unsri.ac.id/index.php/jme |
| Peer Reviewed: | Y |
| Page Count: | 12 |
| Ημερομηνία έκδοσης: | 2026 |
| Τύπος εγγράφου: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Mathematics Instruction, Blended Learning, Mathematics Achievement, College Freshmen, Mathematics Skills, Computer Assisted Testing, Evaluation Methods, Foreign Countries, Calculus, In Person Learning, Electronic Learning |
| Γεωγραφικοί όροι: | Indonesia |
| ISSN: | 2087-8885 2407-0610 |
| Περίληψη: | Mathematics instruction in higher education is increasingly delivered through offline, online, and blended modalities, each characterized by distinct assessment practices. However, the heterogeneity of these instructional arrangements often results in inconsistent learning outcomes and poses challenges for valid measurement of student performance. This study examines the interaction between learning modality--specifically blended learning--and assessment type on students' mathematics achievement, while explicitly controlling for initial mathematical ability. A quasi-experimental design employing a three-way analysis of variance (ANOVA) was conducted with first-year Informatics Engineering students at Universitas Bina Darma, Indonesia. Descriptive statistics (minimum, maximum, mean, median, mode, variance, and standard deviation) were computed to summarize the data, followed by inferential analyses testing main, interaction, and simple effects. The results revealed a significant interaction effect between blended learning and assessment type, moderated by students' initial mathematical ability. Students with high prior mathematical ability achieved superior outcomes when participating in blended learning combined with online assessment compared to offline assessment. Similarly, students with low prior mathematical ability demonstrated better performance under online assessment conditions than in offline contexts. Overall, these findings indicate that the integration of online assessment within blended learning environments can enhance student engagement and mathematics achievement across varying ability levels. The results carry important implications for the instructional design and assessment strategies employed in university-level mathematics education. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Αριθμός Καταχώρησης: | EJ1515486 |
| Βάση Δεδομένων: | ERIC |
| FullText | Text: Availability: 0 CustomLinks: – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ1515486 Name: ERIC Full Text Category: fullText Text: Full Text from ERIC |
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| Items | – Name: Title Label: Title Group: Ti Data: Evaluation of Blended Learning in Mathematics Courses in the Informatics Engineering Department – Name: Language Label: Language Group: Lang Data: English – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Jemakmun%22">Jemakmun</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0004-4133-3140">0009-0004-4133-3140</externalLink>)<br /><searchLink fieldCode="AR" term="%22Edi+Surya+Negara%22">Edi Surya Negara</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-6387-2813">0000-0002-6387-2813</externalLink>)<br /><searchLink fieldCode="AR" term="%22Mukran+Roni%22">Mukran Roni</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-6034-281X">0000-0001-6034-281X</externalLink>) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="SO" term="%22Journal+on+Mathematics+Education%22"><i>Journal on Mathematics Education</i></searchLink>. 2026 17(1):247-258. – Name: Avail Label: Availability Group: Avail Data: Indonesian Mathematical Society. Jl. Padang Selasa 524, Palembang, South Sumatra 30139, Indonesia. Tel: +618-127-106777; Fax: +627-113-20310; Web site: http://jme.ejournal.unsri.ac.id/index.php/jme – Name: PeerReviewed Label: Peer Reviewed Group: SrcInfo Data: Y – Name: Pages Label: Page Count Group: Src Data: 12 – Name: DatePubCY Label: Publication Date Group: Date Data: 2026 – Name: TypeDocument Label: Document Type Group: TypDoc Data: Journal Articles<br />Reports - Research – Name: Audience Label: Education Level Group: Audnce Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink> – Name: Subject Label: Descriptors Group: Su Data: <searchLink fieldCode="DE" term="%22Mathematics+Instruction%22">Mathematics Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Blended+Learning%22">Blended Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+Achievement%22">Mathematics Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22College+Freshmen%22">College Freshmen</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+Skills%22">Mathematics Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Computer+Assisted+Testing%22">Computer Assisted Testing</searchLink><br /><searchLink fieldCode="DE" term="%22Evaluation+Methods%22">Evaluation Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Calculus%22">Calculus</searchLink><br /><searchLink fieldCode="DE" term="%22In+Person+Learning%22">In Person Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Electronic+Learning%22">Electronic Learning</searchLink> – Name: Subject Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22Indonesia%22">Indonesia</searchLink> – Name: ISSN Label: ISSN Group: ISSN Data: 2087-8885<br />2407-0610 – Name: Abstract Label: Abstract Group: Ab Data: Mathematics instruction in higher education is increasingly delivered through offline, online, and blended modalities, each characterized by distinct assessment practices. However, the heterogeneity of these instructional arrangements often results in inconsistent learning outcomes and poses challenges for valid measurement of student performance. This study examines the interaction between learning modality--specifically blended learning--and assessment type on students' mathematics achievement, while explicitly controlling for initial mathematical ability. A quasi-experimental design employing a three-way analysis of variance (ANOVA) was conducted with first-year Informatics Engineering students at Universitas Bina Darma, Indonesia. Descriptive statistics (minimum, maximum, mean, median, mode, variance, and standard deviation) were computed to summarize the data, followed by inferential analyses testing main, interaction, and simple effects. The results revealed a significant interaction effect between blended learning and assessment type, moderated by students' initial mathematical ability. Students with high prior mathematical ability achieved superior outcomes when participating in blended learning combined with online assessment compared to offline assessment. Similarly, students with low prior mathematical ability demonstrated better performance under online assessment conditions than in offline contexts. Overall, these findings indicate that the integration of online assessment within blended learning environments can enhance student engagement and mathematics achievement across varying ability levels. The results carry important implications for the instructional design and assessment strategies employed in university-level mathematics education. – Name: AbstractInfo Label: Abstractor Group: Ab Data: As Provided – Name: DateEntry Label: Entry Date Group: Date Data: 2026 – Name: AN Label: Accession Number Group: ID Data: EJ1515486 |
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| RecordInfo | BibRecord: BibEntity: Languages: – Text: English PhysicalDescription: Pagination: PageCount: 12 StartPage: 247 Subjects: – SubjectFull: Mathematics Instruction Type: general – SubjectFull: Blended Learning Type: general – SubjectFull: Mathematics Achievement Type: general – SubjectFull: College Freshmen Type: general – SubjectFull: Mathematics Skills Type: general – SubjectFull: Computer Assisted Testing Type: general – SubjectFull: Evaluation Methods Type: general – SubjectFull: Foreign Countries Type: general – SubjectFull: Calculus Type: general – SubjectFull: In Person Learning Type: general – SubjectFull: Electronic Learning Type: general – SubjectFull: Indonesia Type: general Titles: – TitleFull: Evaluation of Blended Learning in Mathematics Courses in the Informatics Engineering Department Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Jemakmun – PersonEntity: Name: NameFull: Edi Surya Negara – PersonEntity: Name: NameFull: Mukran Roni IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Type: published Y: 2026 Identifiers: – Type: issn-print Value: 2087-8885 – Type: issn-electronic Value: 2407-0610 Numbering: – Type: volume Value: 17 – Type: issue Value: 1 Titles: – TitleFull: Journal on Mathematics Education Type: main |
| ResultId | 1 |