On average, students exhibit low motivation and confidence in mathematics, a trend that prevails even in engineering schools. Teachers often struggle to comprehend each student's learning status and find it challenging to monitor their progress consistently. To address this issue, our study introduced a blended teaching approach, documented students' weekly online engagement and learning accomplishments, and developed a weekly performance-engagement (PE) chart (learning dashboard). Utilising principal component analysis, virtual analysis, and qualitative interviews, we established the PE chart to identify the correlation between learning engagement and achievement. Furthermore, the study conducted a t-test comparing pre-and post-test scores to determine if the PE chart-guided instruction significantly enhanced students' learning achievement. Our findings revealed substantial improvements in learning outcomes, offering valuable insights for instructional designers and educators to evaluate the effectiveness of blended learning approaches in mathematics, assess students' learning status, and refine teaching methodologies.
Relation:
International Journal of Ad Hoc and Ubiquitous Computing 44(4), p.258 - 270
