Liceo de Cagayan University

Senior High School Department - Main Campus

Exploring the Challenges of Learning Mathematics on Blended Learning to the Select Grade 11
Students in Liceo de Cagayan University.

De Guzman, Cheska Martina G.

Dela Cruz, Debbie Kirsteen D.

Duplito, Janrez P.

Galleros, Gwyneth Rose R.

Lorilla, Aliyah Ray

Muñoz, Cloud Ken Gerard U.

Murillo, Angela Nicole

Santos, Vincent Marc P.

Servañes, Ashley Paige D.

Liceo de Cagayan University

Introduction
Is blended learning the future of mathematics education? Blended learning appears to be improving
student engagement since students may access mathematics from anywhere, at any time (Cronjhortbet al.
2018; Huang et al. 2018). In recent years, technological advancement has led to the integration of blended
learning, in which blending traditional face to face instruction with online learning components in the
curriculum. Mathematics education, in particular, has seen a growing adoption of blended learning
models. While modern education has a promising effect on the enhancement of student engagement and
flexibility in mathematics education, amidst these potential results there are still challenges and
effectiveness in question to the integration of blended learning in learning mathematics. This research will
explore the challenges of learning mathematics in blended learning of the select Grade 11 students of
Liceo de Cagayan University. What are the challenges encountered by the students in learning
mathematics in a blended learning approach?

In the 2022 assessment, the Philippines were ranked sixth-lowest in mathematics and reading, and
third-lowest in science. The 2022 PISA test results showed only 16% of Filipino students have basic or
baseline proficiency in mathematics. This study is grounded in the diverse perspectives and experiences
of Grade 11 students from Liceo de Cagayan University, pushing the investigation of the challenges of
learning mathematics in a blended learning context. As researchers and students, we are aware of the
various obstacles faced, such as limited resources and personal issues, when utilizing blended learning
approaches. Early resolution of these challenges is essential not only for enhancing academic performance
but also for laying the foundation for upcoming generations. Given the critical role of mathematics in
STEM fields and the concerning struggles of certain students in these subjects, these issues must be
addressed immediately. After conducting a comprehensive investigation into these challenges, the
researchers hope to provide insightful information that will contribute to the improvement of mathematics
instruction and enhance the educational experiences of both current and future Grade 11 students not only
at Liceo de Cagayan University but also in the country.

It was identified that learners shared specific problems in learning mathematics online, such as
physical challenges like slow internet connection, power interruption, learners' personal challenges,
assessment challenges, consultation, and anxiety, as per Bringula et al. (2021). Irfan et al. (2020) also
identified challenges in online mathematics learning, including a lack of familiarity with online platforms,
limited access to mathematical software, and issues with representing mathematical symbols digitally.
Many participants encounter difficulties in learning effectively in blended learning environments due to
technical obstacles such as system glitches and compatibility issues. This kind of results in technical
malfunctions and time-consuming processes for output generation, significantly impacting participants'
learning experiences. Given that institutions continue to struggle with adapting to blended learning
environments, they must and should provide strong support in finding the appropriate blend of teaching
methods to facilitate the effective delivery of blended learning activities.

As most of the schools have implemented blended learning in their mathematics curriculum. This
provides flexibility in the learning of mathematics experience of students offering a variety of resources
and interaction in learning mathematics through blended learning. This mode of learning also poses a
great threat to their academic goals. Students in this mode of learning are in constant use of technology, in
which learners are prone to distractions as it is known that technology has its broad scope for leisure, that
may result in students incapability of learning mathematics thoroughly. This lack of interest is most likely
due to the several obstacles that the student faces in this mode of learning, thus affecting their academic
performance and motivation. (Narpila et al., 2022). Its implementation certainly raises many new issues,
especially for areas with minimal internet access. Therefore, conducting a study on how students perceive
online learning is necessary.

This study will be carried out in a selected private school, particularly in the Senior High School
Department in Cagayan de Oro City, Misamis Oriental, Philippines in 2024. Where this school has
implemented blended learning with their curriculum. This private and non-sectarian university is the
perfect setting for this study, as this university has integrated the use of blended learning in their
curriculum, encouraging students to optimize the usage of technology into their learning. Also, this
university is promoting their diverse educational instructions for the betterment and enhancing of
students' learning experience. Focusing on a specific educational institution, this research has the goal to
address and explore the challenges of the students of that specific university in their learning of
mathematics with the use of a blended learning approach, that will also be significant throughout the
students population of the Philippines. By thoroughly examining the specific problems encountered by the
students, this study has the potential to inform educators about this matter so that they will effectively
strategize to optimize blended learning environments.

This study seeks to investigate the challenges encountered by the select Grade 11 students at Liceo de
Cagayan University in learning mathematics through blended learning. Furthermore, this research seeks
to provide insights to the challenges faced by the students and how this mode of learning affects their
attitude and academic performance. The study will address the following questions: 1.) What are the
primary challenges students face when learning mathematics through blended learning? 2.) How does
blended learning affect the students' attitudes and academic performance towards the mathematics
subject? 3.) Is blended learning effective in teaching mathematics? This research aims to answer these
questions and gain a better understanding on blended learning and its effectiveness and impacts on
students’ attitudes and academic performance in mathematics education.

Through exploring the primary challenges encountered by the select Grade 11 students in their
learning of mathematics through blended learning methods. This will assess the effectiveness of learning
mathematics on blended learning of the select Grade 11 students. This will also be significant in terms of
enhancing educational practices and student performance outcomes. By investigating the challenges, this
research aims to provide valuable insights from the specific problems encountered by the students. This
study has the potential to inform university’s educators about this matter so that they will effectively
strategize to optimize blended learning environments. In addition, understanding and exploring this matter
is important, as this will be beneficial not only in mathematics but can also be the model for other subjects
as well. This study will also prospectively contribute to the development of mathematics education on
blended learning and the learning experiences of the students not only at Liceo de Cagayan University,
but also in the whole country as well.
Literature Review

Exploring the challenges encountered by select Grade 11 Students of Liceo de Cagayan University in
their learning of the mathematics subject, specifically in blended learning, holds significant implications
for enhancing and improving the educational outcome in the digital age. This research will highlight the
existing challenges and acknowledge the effectiveness of blended learning in the mathematics subject.
The researchers have explored different ideas, methodologies, finished theses, and generalizations. These
aspects will contribute to a comprehensive examination of the challenges and effectiveness of blended
learning in mathematics education.

Blended learning, also known as flipped learning, appears to be improving student engagement since
students may access mathematics from anywhere, at any time (Cronjhortbet al. 2018; Huang et al. 2018).
As stated by Awodeyi et al. (2014), blended learning fosters the variety of ways that mathematics
curriculum is taught. It also helps to explore the advantages of using web-based technology in
mathematics education. According to the study that the researchers included in the poll, 89% of students,
or the majority, said that blended learning aided them in their academic endeavors. Using technology in
learning is indeed great as it helps students to nurture their understanding towards the mathematics
subject. This data signifies that with proper use and guidance in using technology in learning
mathematics will help students to learn the complex concept of this subject. This also shows the good
impact in the usage of technology in the mathematics curriculum. Additionally, around 74% of
respondents claimed that blended learning had improved their learning results. 80% of students agreed
that web-based learning enhanced what they learned in class, and 90% of them also stated that taking
online quizzes is a useful tool for encouraging reflection and getting feedback. In the data presented the
researchers concluded that these specific students like using online examinations as a learning and review
tool. The usage of technology does indeed bring a big impact in the academic performance of the students
in the subject mathematics. With the aid of technology in learning, it enhances the ability of students to
develop their critical thinking in solving math problems. This exhibits that integrating technology in
learning does improve the learning of students, as most of the students find this kind of learning
interactive and engaging. Blended learning balances learning and technology at the same time, making it
necessary for students to employ in solving complicated mathematical issues and assisting with their
learning (Muir and Geiger 2016).

However, according to Thomson et al. (2017), using technology in the classroom can disrupt
mathematical teaching. Without technology in the classroom, children may not be as engaged or learn as
much as they could. Is it undeniable that using technology can disrupt students from learning this
complicated subject, as it urges students to lose focus in listening to lectures during this subject. Also,
students get easily bored and lose focus especially in this subject and knowing technology has broad
scope for leisure, these aspects may divert the attention of students from learning mathematics thoroughly.
Based on the research of Narpila et al. (2022), several students encountered various challenges during the
blended learning in the second semester of 2021-2022, particularly with online classes. It was found that
79% of students preferred face-to-face learning, 20% preferred blended learning, and only 1% preferred
online learning, which indicates the low interest of the students in online classes. This lack of interest is
most likely due to the several obstacles that the students face during online learning, which can
significantly affect their learning outcomes and motivation (Narpila et al., 2022). In the study of Denbel
(2023), it was indicated that the participants emphasized the high costs of internet access and the lack of
sufficient access as significant challenges. Additionally, Denbel (2023) also mentioned the difficulties in
understanding complex theorems, the lack of examples, and of interaction and support, which contributed
to the feelings of isolation and loneliness of students while learning. Furthermore, the struggles of the
teachers in delivering lessons effectively online and the lack of learning materials were also emphasized
as an important concern in the quality of online education (Denbel, 2023).

Prior to the research conducted by Huang et al., 2018; Lightner & Lowers, 2016; Cakiroglu, 2017;
Ozturk, 2017, students exhibit poor self-management ability to organize and manage learning tasks
independently, relatively little time spent on learning tasks, difficulty organizing and prioritizing chores
and homework, feelings of managerial inadequacy, and so on. The shift from in person to online
education can disrupt a student’s education, together with factors like no access to a personal physical
online learning environment together with noise and other distractions ( Baticulon et al., 2021 ; Bringula
et al., 2021). Due to unfamiliarity of learning methods, students feel unprepared (Daniel, 2020; Fabito et
al., 2021; Murphy, 2020) and may experience uneasiness(Aguilera-Hermida, 2020). In the findings of
Baticulon et al. 2021 together with Lee and Kun, 2018 , that due to personal barriers it can affect the
students performance, achievements, and learning towards the mathematics subject. In addition, it is
significant to evaluate how students see their mathematics learning abilities in an online environment.

In some research, it was identified that learners shared specific problems in learning mathematics
online, such as physical challenges like slow internet connection, power interruption, learners' personal
challenges, assessment challenges, consultation, and anxiety, as per Bringula et al. (2021). Irfan et al.
(2020) also identified challenges in online mathematics learning, including a lack of familiarity with
online platforms, limited access to mathematical software, and issues with representing mathematical
symbols digitally. According to Heaney & Walker (2012) and Lotrecchiano et al. (2013), many
participants encounter difficulties in learning effectively in blended learning environments due to
technical obstacles such as system glitches and compatibility issues. This kind of results in technical
malfunctions and time-consuming processes for output generation, significantly impacting participants'
learning experiences. Given that institutions continue to struggle with adapting to blended learning
environments, they must and should provide strong support in finding the appropriate blend of teaching
methods to facilitate the effective delivery of blended learning activities. Furthermore, the adoption of
blended learning necessitated that both educators and learners possess a working knowledge of
technology. As everyone is aware, not all educators in Malaysia have mastered the use of technology,
particularly when it comes to those seasoned instructors and a few pupils who weren't comfortable with
technology. Hawati & Jerud [17] provided clarification, saying that numerous. Less relevant experience is
possessed by more senior teachers, and their competences and e-learning capacities differ from execution.
Selvanathan et al. [18] also mentioned that because they weren't ready to use the new teaching method,
The teachers found it difficult to instruct online.

On the other hand, the integration of technology in mathematics education also presents numerous
benefits. Utilizing blended learning methods appears to be a practical choice for both the educators and
learners to ensure a safe and effective educational advancement through their educational journey (Tong
et al., 2022). The research indicates that the blended learning method positively contributes to the
students' learning activities, academic achievement, and the ability to study independently. Additionally,
Tong et al. (2022) stated that students recognize a higher level of understanding in mathematics and
achieve better academic results through blended learning compared to face-to-face learning. These
findings support the effectiveness of implementing blended learning methods in teaching mathematics in
education (Tong et al., 2022). The attitudes and performance of the students in mathematics would be
influenced by the use of blended learning in one of Gulf Coast High's geometry classes.School
(pseudonym), in line with the practice's recognised issue (PoP) for this research paper in application
(DiP). Bandura (2015) asserted that individuals' perceptions of their skills rather than what they are truly
capable of predicting behavior, since these attitudes influence how people utilize the information and
abilities they have.

In the current digital era, the learning theory that directly relates to blended e-learning tools is known
as connectivism. According to Siemens (2016), learning nowadays happens via a network connection as
in an online or virtual setting, people share their interests, knowledge, viewpoints, expertise, and opinions.
Siemens, referenced in Dunaway (2014), states that connectivism is a theory of learning made up of
several approaches. Blended learning can be enjoyable provided educators make the most of the different
platforms for instruction and learning. According to Usaini et al. (2015), pupils' academic performance is
significantly impacted by the location of their schools. The idea that each student learns differently is
referred to as a learning style. Learning styles are the preferred methods that members of society or
students choose to absorb and transmit information, according to Fleming ( nd ). Furthermore, according
to Brown [3], learning styles refer to the ways in which individuals assimilate knowledge within a
learning setting. Furthermore, choosing one condition over another is referred to as a learning style
preference. The integration of technology in mathematics education presents numerous benefits.
Classroom technology can act as an equalizer in the classroom, which is one of the ways it can increase
student involvement.

Within the scope of Setyaningrum, W. (2018)., students who participated in blended learning had a
higher level of conceptual knowledge than those who were taught using traditional methods. According to
the interview, students have a favorable opinion of blended learning even though there have been some
issues with its implementation. Students who receive instruction through blended learning feel more
content and appealing and that they are less likely to become bored during class hours. Blended learning
can improve learning outcomes, conceptual understanding, and student participation. The study's findings
imply that blended learning, which makes use of Moodle, needs to be implemented broadly in order to
foster students' active learning and help them build knowledge that would better their comprehension of
mathematical ideas. The case study found that having individual student data available on demand was
one of the main benefits of using the Mathletics e-learning application in the classroom.

These records provide the teacher with comprehensive information about how the students are using
the program, how well they are performing in class, when they are using the program, and a thorough
analysis of their relative strengths and weaknesses based on the outcomes of the tests and challenges they
have completed. The benefit of the program's record-keeping features, which helped teachers with the
assessment "for" and "of learning," was one of the study's main conclusions. The learning support teacher
and the clam teacher discussed the benefits that this kind of program offered in the evaluation field. It
implied that the teacher may maintain an interactive log of the students' development. Numerous
interesting facts happened during the learning process, according to the observation, particularly the ones
that show up as the character is learning. Since this learning model uses an upgraded course web model as
its blended learning approach, students look for and locate websites related to the learning materials,
make the content appealing and engaging on the web, provide online support and communication, and
possess other essential abilities. The values of characters that emerge as a result of learning activity results
are listed below. It is possible to get the conclusion that learning through the use of mixed learning, can
help students of preservice mathematics teachers acquire the qualities of curiosity, hard work, creativity,
and communication.

In summary, the implementation of blended learning showcases the challenges and opportunities of
enhancing the students’ critical thinking skills in learning mathematics through this mode of learning. In
the research they conducted a series of research which resulted in students’ conceptual understanding
improvements. One of the findings with this study showed the convenience of the students’ accessibility
of their learning material. Nonetheless, students still face the challenges of retaining their motivation to
learn independently and to avoid distractions such as accessing other websites while learning online.
Students also encountered difficulties in their learning of mathematics on blended learning such as
physical factors. The findings of study the researchers have cited revealed that the blended learning
model outperforms the conventional learning model in terms of improving students' mathematical concept
attainment amidst its potential challenges to students. This suggests that addressing the challenges faced
by the students in incorporating blended learning into mathematics instruction can significantly improve
students' understanding of mathematical ideas.

Methodology
This qualitative study will explore the lived experiences of the select Grade 11 students of Liceo de
Cagayan University on their learning of mathematics in blended learning. Since the aim of this study is to
understand the challenges, coping strategies, effectiveness, emotional factors and perceived advantages
associated with this learning modality of blended learning, the research design employed a
phenomenological approach under qualitative research. Studying the challenges of learning mathematics
on blended learning through a phenomenological approach, involving real-world phenomena and
problems. By addressing and investigating this phenomena, the researchers hope to open the idea of
enhancing the learning experiences of students not only in mathematics but as well in other subjects.

In this study the researchers will use interviews and observation to explore the challenges
encountered by selected Grade 11 students in their learning of mathematics on blended learning
approaches in Liceo de Cagayan University. An interview is a method used in qualitative research, where
the researcher conducts structured questions prior to the scope of the study gathering detailed and diverse
insight and understanding of the participants. On the other hand, observation is a method used in research
that involves systematic watching, recording, and analyzing behaviors and phenomena in their natural
settings. These methods help the researchers understand student difficulties from various perspectives
and provide insights into areas needing support. Interviews and observation are a valuable data
gathering method for collecting in-depth information and understanding the experiences and perceptions
of the participants of their learning mathematics on blended learning. With these methods we will avoid
bias and present accurate and reliable data about the challenges encountered by selected Grade 11
students in their learning of mathematics on a blended learning approach.

The target participants of this study are the selected Grade 11 students from Liceo de Cagayan. The
selection will aim for a mix of genders, academic backgrounds, and performance levels remains the
primary focus to provide credible and unbiased data. Due to the smaller sample size, random sampling
can be employed. Random sampling is the simplest way of getting a random sample where each member
of the population has an equal chance of being chosen as the sample. Students who are easily accessible
and willing to participate will be included in the study. This approach ensures a quick and straightforward
selection process given the limited number of participants required. The selected students will be invited
to participate voluntarily, ensuring their willingness to share their experiences. Informed consent will be
obtained from participants and, if necessary, their parents/guardians. By employing random sampling and
voluntary participation while still aiming for diversity, we can effectively gather insights from a smaller
sample of the selected Grade 11 students at Liceo de Cagayan regarding their experiences with blended
learning in mathematics education.

Once we get the approval from the university’s administrators, the researchers will politely reach out
to the participants of this study which is the select Grade 11 students of Liceo de Cagayan University. The
researchers will interview and observe the following students to assess the challenges that they have faced
in learning mathematics on blended learning. The researchers will also provide a data consent form, to
guarantee that their data will be confidential and for them to know what the interview is all about. The
researchers will formulate interview questions based on the objectives and the main goal of this research.
To ensure that the collected data will not be biased and credible, the researchers will consider the diverse
understanding and challenges that the students have faced. The researchers will sort out the time for the
interview that suits them best, where the researchers will ask about their thoughts on blended learning in
the mathematics subject. The interview will not be compulsory, devoid of pressure, and characterized by
open-ended inquiries regarding the difficulties encountered, positive experiences, and any suggestions
they may have for enhancing the learning environment so that the answer that will be acquired is genuine
and credible. Subsequently, the researcher will transcribe the verbatim responses of the participants and
analyze them for recurring themes or significant insights. Confidentiality and privacy will be strictly
maintained, with an assurance of safeguarding all information shared. The data that this study will acquire
will be anonymized to protect the privacy of the participants of this study. These studies findings will be
disseminated in a comprehensible manner to all stakeholders.

Since this study is a phenomenological study and our research instruments are interviews and observation.
The data analysis that this study will use are Interpretative Phenomenological Analysis (IPA) and Content
Analysis. This method will offer a structured framework for research, enabling a nuance understanding and
contributing to enhanced knowledge within the discipline. Also to address the study’s objectives and generate
insightful information about the students' experiences in learning mathematics on a blended learning approach,
thus the identified themes will be further investigated. Through these different types of data analysis, the
researchers will uncover patterns and meanings, providing insights into participants’ experiences and
perspectives through the challenges of learning mathematics on blended learning of the selected Grade 11
students of Liceo de Cagayan University .
 References :
Alvarez, A. V. (2020). Learning from the problems and challenges in blended learning: Basis for
faculty development and program enhancement. Asian Journal of Distance Education, 15(2), 112–132.
https://doi.org/10.5281/zenodo.4292631

Anakpua, B. C., Nzeakor, E. C., Emefo, C. N., & Okeke, A. N. (2023). Mathematics teachers’ perceptions
and challenges in using blended learning for optimum mathematics delivery in the post COVID - 19
classrooms. Integrity Journal of Education and Training, 7(3), 55–63.
https://doi.org/10.31248/ijet2023.183

Attard, C., & Holmes, K. (2020). An exploration of teacher and student perceptions of blended learning in
four secondary mathematics classrooms. Mathematics Education Research Journal, 34(4), 719–740.
https://doi.org/10.1007/s13394-020-00359-2

Bayyat, M. M., Muaili, Z. H. A., & Aldabbas, L. (2021). ONLINE COMPONENT CHALLENGES OF A
BLENDED LEARNING EXPERIENCE: a COMPREHENSIVE APPROACH. The Turkish Online
Journal of Distance Education, 277–294. https://doi.org/10.17718/tojde.1002881

Bringula, R. P., Reguyal, J. J., Tan, D. D., & Ulfa, S. (2021). Mathematics self-concept and challenges of
learners in an online learning environment during COVID-19 pandemic. Smart Learning Environments,
8(1). https://doi.org/10.1186/s40561-021-00168-5

Cassibba, R., Ferrarello, D., Mammana, M. F., Musso, P., Pennisi, M., & Taranto, E. (2020). Teaching
mathematics at distance: a challenge for universities. Education Sciences, 11(1), 1.
https://doi.org/10.3390/educsci11010001

Choi, J., Walters, A. & Hoge, P. (2017). Self-Reflection and Math Performance in an Online Learning
Environment. Online Learning Journal, 21(4),. Retrieved February 14, 2024 from
https://www.learntechlib.org/p/183779/.

Denbel, D. G. (2023). Challenges of teaching and learning mathematics courses in online platforms.
International Journal of Online Pedagogy and Course Design, 13(1), 1-15.
https://doi.org/10.4018/ijopcd.321155

Etcuban, G. M. P.. M. L. L., J. D. G.,. J. O. (2022, July 27). Mathematics Performance of senior high
school students in blended learning amidst the COVID-19 pandemic.
https://journalppw.com/index.php/jpsp/article/view/9686

Harjanti, I. A., & Faradillah, A. (2020). An exploration of secondary students’ perception of blended
learning in mathematics learning. SJME (Supremum Journal of Mathematics Education), 4(2).
https://doi.org/10.35706/sjme.v4i2.3650

Fisher, D., & Kusumah, Y. S. (2018). Developing student character of preservice mathematics teachers
through blended learning. Journal of Physics: Conference Series, 1132, 012040.
https://doi.org/10.1088/1742-6596/1132/1/012040

Fitri, S. K., & Zahari, C. L. (2019). The implementation of blended learning to improve understanding of
mathematics. Journal of Physics: Conference Series, 1188, 012109.
https://doi.org/10.1088/1742-6596/1188/1/012109

Frazier, A. Y. (2020). The Impact of Blended Learning Upon Mathematics Attitudes and Academic
Achievement: An Action Research Study. Scholar Commons.
https://scholarcommons.sc.edu/cgi/viewcontent.cgi?article=7009&context=etd

Lin, Y., Tseng, C., & Chiang, P. (2016). The effect of blended learning in a Mathematics course. Eurasia
Journal of Mathematics, Science and Technology Education, 13(3).
https://doi.org/10.12973/eurasia.2017.00641a
Loch,B., Borland, R. (2014). The transition from face- to - face teaching to blended learning -
implications and challenges from a mathematics discipline perspective. Critical Perspectives on
Educational Technology, 708. https://doi.org/10.4225//22/5a4cbe77914a7

Magbanua, C. C., & Bearneza, F. J. D. (2023). Learning style and performance in mathematics of senior
high school students using online blended learning modality. Technium Social Sciences Journal, 44,
196–205. https://doi.org/10.47577/tssj.v44i1.8901

Meissner, C. A., Kleinman, S. M., Mindthoff, A. P., Phillips, E. P., & Rothweiler, J. N. (2023). Investigative
Interviewing: A Review of the Literature and a Model of Science-Based Practice. In The Oxford Handbook of
Psychology and Law. Oxford Academic. https://doi.org/10.1093/oxfordhb/9780197649138.013.34

Mishra, N. (2023). Challenges of virtual learning environment in Mathematics in the context of Nepal.
International Journal of Multidisciplinary Perspectives in Higher Education, 7, 1. https://ojed.org/jimphe

Narpila, S. D., Ammamiarihta, A., & Nababan, S. A. (2022). ANALYSIS OF DIFFICULTIES OF

Olaco, M. G. R., & Rebucas, J. N. T. (2021). Students' Performance in General Mathematics under
Modular Class, Candijay National High School, Candijay, Bohol. Academe, 18(1), 22-41.
https://doi.org/10.15631/aubgsps.v18i1.158

O’Shea, M. J. M. a. J. (2014). e-Learning and mathematics: a blended learning approach. In Routledge

Rebosura, F. I. T., Besto, R. A. A., Clavecillas, G. B. T., & Paderanga, H. (2020, March 2). Using
Multimedia in Teaching Mathematics for High School Students. ResearchGate.
https://www.researchgate.net/publication/355094498_Using_Multimedia_in_Teaching_Mathematics_for_
High_School_Students

Setyaningrum, W. (2018). Blended Learning: Does it help students in understanding mathematical

Sheridan, K.M., Banzer, D., Pradzinski, A. et al. Early Math Professional Development: Meeting the
Challenge Through Online Learning. Early Childhood Educ J 48, 223–231 (2020).
https://doi.org/10.1007/s10643-019-00992-y

Sukma, Y., & Priatna, N. (2021). The effectiveness of blended learning on students’ critical thinking skills
in mathematics education: a literature review. Journal of Physics: Conference Series, 1806(1), 012071.
https://doi.org/10.1088/1742-6596/1806/1/012071

Tong, D. H., Uyen, B. P., & Ngan, L. K. (2022). The effectiveness of blended learning on students'
academic achievement, self-study skills and learning attitudes: A quasi- experiment study in teaching the
conventions for coordinates in the plane. Heliyon, 8(12), e12657.
https://doi.org/10.1016/j.heliyon.2022.e12657

Umoh, J. B., & Akpan, E. T. (2014). Challenges of Blended E-Learning Tools in Mathematics: Students’
Perspectives University of Uyo. Journal of Education and Learning, 3(4).
https://doi.org/10.5539/jel.v3n4p60

Zik Hong et al., (2022). The Impact of Blended Learning Upon Mathematics Attitude and Academic
Achievement. Pnrjournal.Com. https://doi.org/10.47750/pnr.2022.13.S10.042