Comparing Blended and Face-To-Face Instruction In College Mathematics: Effects on Learning Satisfaction and Mathematics Performance

Abstract

The continued integration of blended learning in higher education has raised important questions regarding its effectiveness in supporting both cognitive and affective learning outcomes, particularly in mathematics-related courses that require structured instruction and guided problem-solving. This study compared blended learning and face-to-face instruction in terms of learning satisfaction and mathematics performance among first-year college students in a local college in Northern Mindanao, Philippines. A quasi-experimental pretest–posttest non-equivalent control group design was employed involving 72 students enrolled in a college mathematics course. The intervention was conducted over five weeks. Data were gathered using a researcher-made learning satisfaction questionnaire and a 50-item mathematics achievement test administered before and after the instructional period. Descriptive statistics and inferential tests, including Mann–Whitney U test and ANCOVA, were used for data analysis. Findings showed that students in both blended and face-to-face instruction improved their mathematics performance, with no significant difference between groups after controlling for pretest scores. However, face-to-face instruction yielded significantly higher levels of learning satisfaction in terms of academic achievement and engagement, while no significant differences were observed in interest and overall satisfaction. The study concludes that instructional modality alone does not determine short-term mathematics achievement. Instead, differences in learning satisfaction suggest that instructional design and interaction patterns may play a more important role in shaping student experience. Future research may examine additional pedagogical and learner-related factors and explore longer intervention periods across different contexts.