Self-efficacy, performance and the role of blended learning

Liz Warren, D. Reilly, A. Herdan, Y. Lin

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This paper aims to investigate the mathematics self-efficacy of students who are non-maths specialists. The project explores the student experience in the context of a maths module with a blended design, comprising both online content and face-to-face teaching. The aim was to reflect on the role of blended learning in this context.

Using a mixed-method analysis, the study uses data gathered via student surveys and discussion forums, as well as module grades, to provide evidence regarding whether the online component of the module enables students to master the required maths skills. The data are examined under four themes that emerged as critical to improving the self-efficacy of students: flexibility, the interactivity of the online platform, the module's blended design and the functionality of the platform.

The findings are that the blended approach increases academic self-efficacy in the area of mathematics, also enhancing the student experience. These benefits arise from the combination of allowing the individual mastery of technical skills in the private and stress-free environment provided by the online platform and access to social resources in the classroom setting.

The paper details the influence of self-efficacy on academic performance and the effectiveness of a blended learning approach, in the area of mathematics. It provides insight into the importance of providing multiple opportunities for students to become autonomous as they develop academic self-confidence through the mastery of maths skills.
Original languageEnglish
Pages (from-to)98-111
Number of pages14
JournalJournal of Applied Research in Higher Education
Issue number1
Early online date5 Apr 2020
Publication statusPublished - 20 Jan 2021


  • blended
  • mastery experience
  • mathematics
  • online
  • self-efficacy


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