Date of Publication

4-2025

Document Type

Dissertation

Degree Name

Doctor of Philosophy in Science Education Major in Mathematics

Subject Categories

Science and Mathematics Education

College

Br. Andrew Gonzalez FSC College of Education

Department/Unit

Science Education

Thesis Advisor

Lydia S. Roleda

Defense Panel Chair

Maricar S. Prudente

Defense Panel Member

Minie Rose C. Lapinid
Jerome A. Ouano
Amelia T. Buan
John Vincent S. Morales

Abstract/Summary

This study develops and validates the Satisfaction and Engagement in Hybrid Learning (SEHL) Questionnaire, a psychometrically sound instrument designed to measure student engagement and satisfaction in hybrid mathematics education. Despite the growing adoption of hybrid learning, research on the specific factors influencing student outcomes remains limited, particularly in mathematics education. To address this gap, the study employs a descriptive exploratory sequential mixed-methods research design, integrating qualitative insights with rigorous quantitative validation. The instrument was refined through three phases: (1) thematic analysis of student feedback to generate survey items, (2) expert validation of face and content validity, and (3) pilot testing with n = 365 students. Advanced statistical techniques, including Exploratory Factor Analysis (EFA), Confirmatory Factor Analysis (CFA), and Structural Equation Modeling (SEM), further validated the SEHL, resulting in a 56-item instrument (14 engagement, 42 satisfaction items) with high internal reliability (Cronbach’s α = 0.941 for engagement, 0.983 for satisfaction). Findings indicate that student engagement — comprising cognitive (M=3.47) , affective (M = 3.11) , and behavioral dimensions (M = 3.34) — significantly predicts academic performance (β = 0.280, p < 0.001), whereas satisfaction indirectly influences performance by enhancing engagement (β = 0.820, p < 0.001) but does not directly predict grades (β = 0.052, p = 0.551). Students reported high level of satisfaction with instructor support and characteristics (M = 3.56); and technology and course design (M = 3.50), but faced challenges in self-regulation, highlighting the need for targeted interventions. This study contributes a validated assessment tool for hybrid learning and reinforces engagement as a key predictor of academic success in mathematics education. The findings refine theoretical models of engagement and satisfaction while setting a benchmark for instrument development in educational research. Future studies should explore the SEHL’s applicability to advanced mathematics courses and diverse academic settings to further optimize hybrid learning strategies.

Keywords: Academic Performance, Engagement, Hybrid Learning, Mathematics Education, Satisfaction

Abstract Format

html

Language

English

Format

Electronic

Keywords

Mathematics—Study and teaching; Academic achievement—Testing; Student participation in curriculum planning

Upload Full Text

wf_yes

Embargo Period

4-23-2028

Download

Available for download on Sunday, April 23, 2028

Share

COinS