Mathematical Modeling of Peer Activities Management in Blended Learning to Enhance Academic Performance

Abstract

Blended learning has emerged as a cornerstone of contemporary education, seamlessly merging digital and in-person instructional approaches. Despite its widespread adoption, one persistent challenge is the lack of sufficient social interaction, which can adversely impact learning outcomes. This study proposes a mathematical model to effectively manage peer activities—encompassing peer learning, peer assessment, peer review, and peer interaction—within blended learning frameworks to enhance academic performance. Focusing on Mechanical Engineering students, the research employs a posttest-only control group design to evaluate two experimental conditions: blended learning without structured management of peer activities and blended learning incorporating mathematically modeled peer activities. Data were gathered through questionnaires and performance assessments based on mechanical drawing projects. Results demonstrate that a mathematically structured approach to peer activity management significantly enhances students' academic performance, corroborated by positive feedback on improved social interaction and peer support. The findings underscore the utility of mathematical modeling as a robust tool for optimizing peer activities and advancing academic success in blended learning environments.