The Effect of SRL Strategy with Cloud-Based-Blended Approach on Undergraduate Students’ Mathematical Reasoning Ability

Mathematical reasoning is one of the key competencies for learning mathematics. In this study a Self-Regulated Learning (SRL) strategy using the cloud-based blended approach was proposed to investigate its effects on undergraduate students’ mathematical reasoning ability. A quasi-experimental method with a control group pre-test-post-test design was employed. The sample was selected by simple random sampling and comprised a total of sixty undergraduate students, equally divided into experimental and control groups. The experimental group learned using a SRL strategy with a cloud-based blended approach, while the conventional learning group acted as the control group. The research instrument was a mathematical reasoning test. The data were analyzed using descriptive statistics, n-gain, and a t-test. The findings revealed that the experimental group had a high level of improvement in mathematical reasoning ability, and the control group had a moderate level. The experimental group performed statistically significantly higher at the 0.05 level in terms of the mean score with regard to the post-test of mathematical reasoning ability than the control group. The findings underscore the significance of incorporating a SRL strategy and a cloud-based blended approach to support students’ performance and to meet the potentially-changing educational context.