The Mediating Effect of Technostress on the Relationship Between Metacognition and Blended Learning Engagement of Students in Mathematics in the Modern World

Abstract

This study aims to identify the mediating effect of technostress on the relationship between metacognition and blended learning engagement of students in mathematics in the modern world. The researcher utilized a non-experimental quantitative design using the descriptive-correlational approach with mediating effect analysis. A sample of 100 participants was chosen through a simple random sampling technique. The study reveals a high level manifested of both metacognition and blended learning engagement, while also indicating a high level of technostress among students in mathematics in the modern world. There is a significant relationship between metacognition and blended learning engagement, metacognition and the technostress, and technostress and the blended learning engagement of students. The result shows that there is a full mediating effect of Technostress on the relationship between Metacognition and Blended learning engagement of students of Mathematics in the Modern World. There is also an indirect effect of technostress on the blended learning engagement of students in mathematics in the modern world. Moreover, the presence of metacognition has a beneficial influence on the engagement of students in blended learning as it assists them in effectively navigating both online and offline learning, setting objectives, tracking their progress, and adapting strategies accordingly. Metacognition enables self-regulated learning, resulting in heightened engagement and achievement. Lastly, it is crucial to promote students' adeptness in managing the ever-changing landscape of computer hardware, staying updated, establishing a refresh cycle, prioritizing compatibility, offering comprehensive training and documentation, considering outsourcing if needed, and diligently monitoring performance.