Impact of asynchronous Web-based learning environment on students' interest and motivation in mathematics: a quantitative research study

Abstract

PurposeInternet technology in the classroom has become the primary demand of every student in this era. Moreover, information and communication technology aids students' learning involvement and progress by providing learning assistance by improved instructor, pupil and interactions with fellows. Using an asynchronous Web-based learning environment (WBLE) is one way to manage such assistance. This study aims to identify to what extent the asynchronous WBLE affects students' interest and motivation in learning mathematics at Shah Abdul Latif University (SALU), Khairpur.Design/methodology/approachThis research uses a survey research design under a quantitative approach. Therefore, data are collected through a questionnaire about students' motivation and interest in learning mathematics via asynchronous WBLE. Data are collected from the students of four departments (BEd, BSCS, BBA, BS Mathematics) of SALU, Khairpur. However, as the nature of this study is quantitative, both descriptive and inferential statistics were used in the results and discussion, and a one-way ANOVA test was used. The Cronbach alpha test was also used to assess the item's reliability, and the items were found to be acceptable.FindingsThe findings of this study discovered that asynchronous WBLE has a significant impact on students' intrinsic, extrinsic and interest levels. The results indicated that there is a positive impact based on the level of mean range of asynchronous WBLE on mathematics students.Research limitations/implicationsThe outcome of this study can be used as a guideline to understand and further plan or develop educational interventions based on the level of motivation and interest of mathematics students towards asynchronous WBLE in other contexts.Originality/valueThis is first study of its nature in the context of Khairpur district of Sindh that emphasizes on the motivation and interest of mathematics students toward asynchronous WBLE.

Students’ self-efficacy in mathematics academic achievement: Do teachers’ personality traits matter?

“…Challenges can arise from individual students, learning environments, teaching methods, and societal influences that hinder math academic achievement among secondary students. These include math anxiety, the unique needs of individual students, gaps in foundational math concepts, and learning environments that do not foster supportive, collaborative teaching methods (Abidin et al, 2018;Asad et al, 2022). Furthermore, the endeavour to balance academic demands with other commitments, such as socio-economic activities at home, can result in insufficient time for studying and practising math (Dennis, 2022;Lent et al, 2018).…”