The Role of Gender and Self-efficacy on the Relationship between Flipped and Flex Blended Learning and Mathematics Abilities

Abstract

The pandemic is the right momentum for developing countries to shift their education system towards blended learning adoption despite all the potential challenges. This study aims at investigating the effects of flipped and flex blended learning models on mathematics abilities as well as the role of gender and self-efficacy. A pre-post-test quasi-experimental design with 128 eighth-grade students who were equally divided into the flipped and flex classroom models was employed. PROCESS Macro model 1 analysis revealed that flipped classroom students performed better in their problem-solving abilities than those in the flex class. A similar effect was not observed in students’ conceptual understanding. Self-efficacy belief was also a strong predictor of mathematics abilities. However, it did not significantly moderate the relationship between blended models and math-related achievement. Furthermore, gender was also not associated with the effectiveness of blended learning models. This study provides insights into the potential of blended learning adoption as a future education system in developing countries.