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Cited by 77Online and Blended LearningMathematics Education and ProgramsEducation, Achievement, and Giftedness

Self-efficacy, performance and the role of blended learning

Open access
Warren, Liz, Reilly, Dawn, Herdan, Agnieszka, Lin, Yong·2020·Journal of Applied Research in Higher Education
DOI 10.1108/jarhe-08-2019-0210
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Abstract

Purpose: 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. Design/methodology/approach: 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. Findings: 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. Originality/value: 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.

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  • Prior studies have consistently linked self-efficacy to critical thinking, persistence, and deep learning, typically treating self-efficacy as a relatively stable personal resource that predicts academic engagement and performance.

    “Prior studies have consistently linked self-efficacy to critical thinking, persistence, and deep learning, typically treating self-efficacy as a relatively stable personal resource that predicts academic engagement and performance (Panigrahi et al., 2022; Prifti, 2022; Warren et al., 2021).”

    From Cognitive offloading through digital tools and its relationship with critical thinking, task persistence, and learning depth (2026) · cites this paper as Warren et al., 2021

    The Self-efficacy section reports a moderate correlation between self-efficacy and academic performance and says prior success can make a student willing to persevere. It does not link self-efficacy to critical thinking or deep learning. The Introduction asks whether blended learning can improve self-efficacy, rather than treating it as a relatively stable personal resource; the paper does not establish the claimed link to academic engagement. (LLM, conf=0.86)

    Experimental — accuracy not yet measured

  • Self-efficacy is linked to sustained effort and perseverance.

    “consistent with prior evidence linking self-efficacy to sustained effort and perseverance (Warren et al., 2021; Prifti, 2022).”

    From Cognitive offloading through digital tools and its relationship with critical thinking, task persistence, and learning depth (2026) · cites this paper as Warren et al., 2021

  • Persistence in academic tasks is particularly dependent on students' beliefs in their own cognitive competence.

    “This pattern implies that persistence in academic tasks is particularly dependent on students' beliefs in their own cognitive competence, consistent with prior evidence linking self-efficacy to sustained effort and perseverance (Warren et al., 2021; Prifti, 2022).”

    From Cognitive offloading through digital tools and its relationship with critical thinking, task persistence, and learning depth (2026) · cites this paper as Warren et al., 2021

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1 of the 21 references couldn’t be matched to a known paper.

Research works printed but not linked: 2

  1. [9]9. Creswell, J. (2009), Research Design: Qualitative, Quantitative and Mixed Methods Approaches, Thousand Oaks, California: SAGE Publications, Inc, (3 rd edition)
  2. [14]14. Johnson, L., Adams Becker, S., Cummins, M., Estrada, V., Freeman, A. and Hall, C. (2016), NMC Horizon Report: 2016 Higher Education Edition, Austin, Texas: The New Media Consortium. Retrieved from https://www.learntechlib.org/p/171478/.

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Authors
Warren, L., Reilly, D., Herdan, A., & Lin, Y.
Affiliations
University of Greenwich (GB)
ORCID
Venue
Journal of Applied Research in Higher Education
Publisher
Emerald
Published
2020-04-05
Volume
13
Issue
1
Pages
98-111
ISSN
  • 1758-1184 (ISSN-L)
  • 2050-7003
DOI
10.1108/jarhe-08-2019-0210
OpenAlex
W3015266065
Cited by
77
References
21
Citations by year
2026: 6 · 2025: 7 · 2024: 12 · 2023: 23 · 2022: 12 · 2021: 15 · 2020: 2
FWCI
19.70
Type
journal article
Language
en
Open access
Licence
www.emerald.com/insight/site-policies (tdm)
Locations
  • Journal of Applied Research in Higher Education (publishedVersion)
  • Greenwich Academic Literature Archive (University of Greenwich) (submittedVersion)
  • University of Birmingham Research Portal (University of Birmingham) (submittedVersion, cc-by-nc)
Topics
  • Social Sciences › Education › Online and Blended Learning
  • Physical Sciences › Mathematics › Modeling and Simulation › Mathematics Education and Programs
  • Social Sciences › Psychology › Experimental and Cognitive Psychology › Education, Achievement, and Giftedness
Keywords
mathematics self-efficacy, blended learning, online learning, academic self-efficacy, student experience, academic performance, student independence, mathematics education

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