Blended Learning Experiences and Self- concept in Mathematics of Science, Technology, Engineering and Mathematics (STEM) Students

Mathematics self-concept, the view of oneself to perform well in mathematics, is one of the significant variables researchers look into in improving mathematics education. During the pandemic, most schools delivered instruction through blended learning modalities, particularly the combination of online and modular distance learning. This was the reason why this study explored the students’ blended learning experiences in mathematics that promoted or constrained their mathematics self-concept in the new learning setup. This qualitative study utilized purposive sampling and interviewed ten (10) Science, Technology, Engineering, and Mathematics (STEM) students through focus group discussions. Data gathered were analyzed through thematic analysis. The findings revealed that the students’ experiences with the teacher’s expertise on the subject matter, student- student interactions, reviewing notes in mathematics, and use of online resources promoted their mathematics self-concept, while their experiences, such as the teacher’s poor interaction with students, noisy learning environment, conflict with home responsibilities, and feeling of isolation constrained it. The results of this study imposed a great challenge to mathematics teachers that in this learning modality, they should provide advantageous learning experiences that will help STEM students in learning mathematics and in order to promote their self- concept in the subject.

Keywords – blended learning, blended learning experiences, mathematics self-concept, STEM students