Enhancing online mathematics learning through self-regulated and peer-support strategies

This study examined the impact of integrating self-regulated learning strategies, including self-evaluation, goal setting, and peer-support strategies such as peer tutoring and collaborative problem-solving, on learners’ satisfaction and academic achievement in an online mathematics environment. These strategies were introduced to address challenges faced by students learning mathematics without the physical presence of instructors, such as lack of motivation, lower achievement, and reduced interaction, which is a very critical problem and a key limitation in online learning. Quantitative data was collected. The randomized controlled trial involved a pre-test and post-test design. The sample consisted of 101 undergraduate students (both male and female), who were randomly assigned to two groups. The experimental group consisted of 57 respondents, while the control group consisted of 44 respondents. An independent sample t-test was used to analyze the two-group result. The two groups were taught using the same online learning mode for seven weeks. The experimental group received an intervention that combined self-regulated and peer-supported strategies during the online learning period. The study used a questionnaire to collect participant data during the learning period. The findings of this study show that students in the experimental group reported higher satisfaction and achievement scores. Additionally, the experimental group's results improved after receiving the intervention, which showed a better result than that of the control group. It is suggested that learning strategies are very effective. These findings provide evidence that integrating self-regulated and peer support can enhance online mathematics learning, particularly in fostering student autonomy and collaborative engagement.

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