Self-blended learning and self-regulated learning models in developing the quantitative skills in statistics

Abstract

Innovative instructional methods for diverse learners have emerged as a response to the persistent global public health crisis such as the self-regulated and self-blended model. This study used descriptive research design. The 30 Grade 11 respondents were selected through purposive sampling technique. Findings showed that the respondents strongly agree on the statements of description provided for the self-blended learning material. However, the respondents practiced self-regulated learning to some extent only. Scores in the pre-test and post-test of the respondents before and after exposure to self-blended learning showed significant differences along the following subscales: knowledge, analysis, concepts and application and calculation and accuracy. On the other hand, scores of the respondents on calculation and representation and communication were not statistically significant.