RUME 28
2026
Alexandria, Virginia
Analyzing How Course Modality Impacts the Learning of Mathematics of Students in a Hispanic Institution
Page: 1424
This study examines how instructional modality relates to academic performance and motivation among undergraduate mathematics students. Four modalities were considered: Face-to-Face (F2F), Hybrid (H), Online Synchronous (OS), and Online Asynchronous (OA). Data were collected through an anonymous survey administered at the tutoring center of a majority Hispanic institution, with responses from students enrolled in courses ranging from college algebra to ordinary differential equations. A total of 249 responses were collected, including Likert-scale questions about how course modality affects their motivation to participate in class, the impact of their final grade due to the course modality, and their final letter grade for each class and modality. The data were analyzed using SPSS to compare means and 95% confidence intervals of the survey scores across the four modalities. The findings suggest that environments that promote active interaction, such as F2F and H, enhance students’ achievement and motivation when it comes to the mathematics classroom. These results align with Kundu et al. (2023), who found that hybrid learning promotes satisfaction and engagement of mathematics students.