Learning mathematics in an online environment can be challenging, as it requires an effective learning strategy. Self-regulated learning (SRL) can play a crucial role in helping students achieve success in mathematics within an online learning environment. SRL studies also indicate that support characteristics, such as peer learning, increase and maintain students' online academic behaviors and engagement. Additionally, gender is also perceived to moderate the relationship between peer learning and SRL. Thus, this study aimed to identify the effects of peer learning on learning engagement, the mediating roles of SRL, and the moderating effect of gender on the relationship between peer learning and SRL in the mathematics online learning environment. A total of 112 mathematics students from two public universities in Malaysia participated in this study. Descriptive analysis and partial least squares structural equation modeling (PLS-SEM) were used to analyze the data. The results revealed that peer learning had no significant effect on learning engagement. However, online SRL (OSRL) has a direct influence on the students' learning engagement. The results also suggest that peer learning is a key antecedent of OSRL, and OSRL fully mediates the relationship between peer learning and learning engagement. Additionally, it was found that gender did not moderate the relationship between peer learning and SRL. This study could provide practical guidance for scholars on the role of peer learning, SRL, and gender in determining higher learning institution students' learning engagement in online mathematics classrooms.
Citation: Malathi Letchumanan, Sharifah Kartini Said Husain, Ahmad Fauzi Mohd Ayub. Understanding the interplay of peer learning, self-regulation, and gender in shaping learning engagement in online mathematics classes[J]. STEM Education, 2025, 5(6): 1132-1152. doi: 10.3934/steme.2025048
Learning mathematics in an online environment can be challenging, as it requires an effective learning strategy. Self-regulated learning (SRL) can play a crucial role in helping students achieve success in mathematics within an online learning environment. SRL studies also indicate that support characteristics, such as peer learning, increase and maintain students' online academic behaviors and engagement. Additionally, gender is also perceived to moderate the relationship between peer learning and SRL. Thus, this study aimed to identify the effects of peer learning on learning engagement, the mediating roles of SRL, and the moderating effect of gender on the relationship between peer learning and SRL in the mathematics online learning environment. A total of 112 mathematics students from two public universities in Malaysia participated in this study. Descriptive analysis and partial least squares structural equation modeling (PLS-SEM) were used to analyze the data. The results revealed that peer learning had no significant effect on learning engagement. However, online SRL (OSRL) has a direct influence on the students' learning engagement. The results also suggest that peer learning is a key antecedent of OSRL, and OSRL fully mediates the relationship between peer learning and learning engagement. Additionally, it was found that gender did not moderate the relationship between peer learning and SRL. This study could provide practical guidance for scholars on the role of peer learning, SRL, and gender in determining higher learning institution students' learning engagement in online mathematics classrooms.
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Malathi Letchumanan, Sharifah Kartini Said Husain, Ahmad Fauzi Mohd Ayub. Understanding the interplay of peer learning, self-regulation, and gender in shaping learning engagement in online mathematics classes[J]. STEM Education, 2025, 5(6): 1132-1152. doi: 10.3934/steme.2025048
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