Exploring Students’ Perceptions and Experiences of the Station Rotation Model in Blended Mathematics Learning
DOI:
https://doi.org/10.56294/saludcyt20252287Keywords:
Blended Learning, Station Rotation Model, Student Engagement, Learning EffectivenessAbstract
Introduction: the station rotation model of blended learning has gained increasing attention for its potential to enhance student engagement, motivation, and performance. However, little is known about how students actually perceive and experience this model, particularly in relation to its effectiveness, compatibility with individual learning preferences, and support for higher-order skills such as critical thinking. Addressing this gap, the present study explores students’ perceptions of the station rotation model and examines how these perceptions of effectiveness shape their engagement and satisfaction, while also developing a thematic framework to explain key elements of their experiences.
Methods: a descriptive-correlational mixed-method design was employed, using surveys and reflections from 126 Grade 10 students. The data were collected during the third quarter of the academic year 2024–2025 at a laboratory high school in Iligan City, Philippines. Descriptive statistics were used to interpret students’ perceptions, while simple linear regression examined the relationship between ‘Learning Effectiveness and Outcomes’ and ‘Engagement, Motivation, and Satisfaction.’ Thematic analysis further identified and contrasted emerging themes from students’ reflections on their experiences with the station rotation blended learning model.
Results: findings indicate that students rated both learning effectiveness (M = 3.55, SD = 0.96) and engagement, motivation, and satisfaction (M = 3.76, SD = 0.99) at moderately high levels. Regression analysis further revealed that perceptions of learning effectiveness significantly predicted engagement and satisfaction (B = 0.89, t = 20.62, p < 0.001), suggesting that when students perceive the station rotation model as effective for their learning, they are more likely to feel motivated, engaged, and satisfied with the experience. Furthermore, thematic analysis revealed a progression in students’ experiences: the use of multiple learning resources and the sequencing of station activities shaped their 1) strategies and verification processes, 2) fostered peer support and collaboration, and 3) independent problem-solving, ultimately leading to enhanced understanding and skill mastery.
Conclusions: the study concludes that the station rotation model is an effective blended learning approach that promotes engagement, motivation, collaboration, critical thinking, and independent problem-solving, highlighting its potential for differentiated instruction and wider application across learning contexts.
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