Blended Learning Pillars and Senior Highschool Performance in Statistics Hypothesis Testing Towards Mathematics Worksheets
John Marvin D. Dela Cruz
https://orcid.org/0009-0000-4016-4681
delacruzjohnmarvin17@gmail.com
Philippine Christian University
Taft Avenue, Manila, Philippines
DOI: https://doi.org/10.54476/ioer-imrj/748644
ABSTRACT
This study investigates the influence of blended learning pillars on senior high school students’ performance in statistics hypothesis testing, aiming to inform the creation of effective mathematics worksheets. Blended learning, which merges traditional and digital instructional methods, is increasingly prominent in modern education. The primary objective of this research is to evaluate how students’ perceptions of blended learning pillars correlate with their academic performance in Mathematics, specifically from pretest to posttest. The study employed a quantitative research design, collecting data through pretests and posttests administered to senior high school students. Statistical analysis was conducted to determine the relationship between students’ perceptions of blended learning and their performance outcomes. Results indicated that while students generally held positive perceptions of blended learning, these perceptions did not significantly correlate with their posttest performance. Nevertheless, significant improvements were observed from pretest to posttest scores, highlighting the potential of blended learning to enhance mathematical competencies. In conclusion, although positive perceptions of blended learning do not directly translate into immediate academic gains, the overall improvement in performance underscores the value of blended learning environments. The study recommends further research into faculty attitudes and students’ learning capacities, alongside professional development for educators and policies promoting technology-enhanced learning. These steps are vital for optimizing instructional strategies and developing effective mathematics worksheets that support high school students’ learning.
Keywords: Education, Blended Learning, Mathematics Performance, Statistics Hypothesis Testing, Quantitative Research, Philippines