Assessment Strategies and Student Affirmation in a Flexible Learning Environment: A Study in Mathematics Education
Romeo T. Quintos, Jr., PhD1, Dante P. Sardina2
https://orcid.org/0000-0002-6170-38211, https://orcid.org/0000-0001-5359-56162
romztquintosjr@gmail.com1, sardina.dante@gordoncollege.edu.ph2
Bataan Peninsula State University
Balanga City, Bataan, Philippines
DOI: https://doi.org/10.54476/ioer-imrj/528683
ABSTRACT
This study explored the impact of assessment strategies on students’ academic performance in mathematics, focusing on the role of affirmation of learning within a flexible learning framework. Data were collected from mathematics students and instructors using a mixed-methods approach with a concurrent nested design and stratified-purposive sampling. The findings revealed that well-structured assessment strategies significantly enhanced student engagement and affirmation of learning, leading to improved academic performance. Mediation analysis indicated that affirmation of learning partially mediated the relationship between assessment strategies and academic outcomes, emphasizing its critical role in student success. Qualitative data from thematic analysis highlighted challenges in implementing flexible learning, including concerns about academic integrity, limited internet access, diverse instructional methods, and students’ struggles with time management and self-discipline. To address these issues, the study recommends the establishment of clear assessment guidelines, stronger academic integrity measures, improved internet accessibility, adoption of more flexible teaching approaches, and ongoing professional development for educators.
Keywords: academic performance, affirmation of learning, assessment strategies, flexible learning, mediation analysis