Student Engagement in Blended Mathematics Learning: The Role of Perceived Teaching Performance and Critical Thinking Skills

Abstract

Engaging college students in mathematics remains a significant challenge but is essential for effective teaching and learning in higher education, particularly in blended learning environments. This study examined the combined effect of perceived teaching performance and critical thinking skills on the mathematical engagement of Bachelor of Secondary Education (BSED) mathematics students. Using a quantitative, non-experimental, predictive-correlational design, 120 valid cases were obtained through stratified random sampling and were analyzed with SPSS v.26. Correlational analysis revealed a very strong positive relationships among perceived teaching performance, critical thinking skills, and student engagement. The regression analysis further demonstrated that these two factors significantly predicted students' engagement in mathematics. These findings highlight the importance of enhancing instructional quality, promoting critical thinking activities, and fostering engaging learning environments to support improved student participation, academic performance, and long-term success in mathematics. Based on these results, it is recommended that teacher training programs and curriculum developers integrate strategies that strengthen critical thinking and emphasize effective teaching practices to maximize student engagement in mathematics.