Predicting Mathematics Engagement: The Impact of Teaching Performance and Critical Thinking in Blended Learning | Chapter 3 | Language, Literature and Education: Research Updates Vol. 8

 

Engaging college students in mathematics remains a significant challenge but is essential for effective teaching and learning in higher education, particularly in blended learning environments (combining face-to-face and online instruction). With the rise of blended learning, which integrates face-to-face and online modalities, the role of educators in fostering active participation has become increasingly important. This study examined the combined effect of perceived teaching performance and critical thinking skills on the mathematical engagement of Philippine Bachelor of Secondary Education (BSED) mathematics students. Using a quantitative, non-experimental, predictive-correlational design, 120 valid cases were obtained through stratified random sampling. A modified Teacher Effectiveness Performance Evaluation System Questionnaire was distributed online via Google Forms to evaluate teachers' teaching performance. Completed responses were collected, organised, and analysed using appropriate statistical methods in SPSS v.26. Correlational analysis revealed a very strong positive relationship among perceived teaching performance, critical thinking skills, and student engagement. This indicates that students who perceive their instructors as effective, engaging, and supportive are more likely to actively participate in learning mathematics. The regression analysis further demonstrated that these two factors significantly predicted students' engagement in mathematics. These findings highlight the importance of enhancing instructional quality, promoting critical thinking activities, and fostering engaging learning environments to support improved student participation, academic performance, and long-term success in mathematics. The study concluded that students' engagement in mathematics is significantly influenced by their perceived teaching performance of college instructors and their critical thinking skills. Based on these results, it is recommended that teacher training programs and curriculum developers integrate strategies that strengthen critical thinking and emphasise effective teaching practices to maximise student engagement in mathematics.

 

 

Author(s) Details

Leonardo Jr. S. Rulida
Institute of Teacher Education, Davao del Sur State College, Digos City, Philippines.

 

Please see the book here :- https://doi.org/10.9734/bpi/lleru/v8/6187

 

Real Picture Analysis Modules: Empowering Critical Thinking in Science Education | Chapter 5 | Advances and Challenges in Science and Technology Vol. 5

 Media in knowledge functions to make the communication process betwixt educators and students more active and efficient. The use of learning television will determine the progress of the learning process. Science learning demands students to have detracting and analytical thinking skills. Science education is currently equip towards fulfilling 21st century abilities and is designed expected learner-centered. Modules maybe a solution to achieving student-centered education. One of the 21st century abilities is critical thinking skills. This study aims to specify the process of compiling the RPA (Real Picture Analysis) piece to improve students' detracting thinking skills. The RPA piece is structured by integrating physical images had connection with the science concepts being intentional to develop pupils' critical thinking skills. The modules are organized by referring to the stages of piece preparation according to various experts and obey to the attainment of indicators of detracting thinking. The preparation of the piece goes through the stages of curriculum study, determining the title of the piece, coding the module, and literature the module. Modules are inscribed based on the components that must show in a module. RPA is joined into the core part of the piece, specifically the writing of the material as training material to improve undergraduates' critical thinking abilities.

Author(s) Details:

Amirah Nuraini Lianti Putri,
University of Jember, Indonesia.

Sutarto,
University of Jember, Indonesia.

Dwi Wahyuni,
University of Jember, Indonesia.

Indrawati,
University of Jember, Indonesia.

Iwan Wicaksono,
University of Jember, Indonesia.

Please see the link here: https://stm.bookpi.org/ACST-V5/article/view/12244