Living Arrangements and Self-Study Time Associated with Ordinary Differential Equations Written-Solution Quality
DOI:
https://doi.org/10.35194/jp.v14i2.6036Keywords:
error analysis, living arrangement, ordinary differential equations, self-study, solution qualityAbstract
This study describes the association between students’ living arrangements and self-study time with the quality of written solutions in an Ordinary Differential Equations (ODE) course. A descriptive-exploratory quantitative approach was conducted with 18 sixth-semester pre-service mathematics teachers. Data were obtained from final ODE grades, an online questionnaire on living arrangements and estimated weekly self-study hours, and students’ written responses to four representative ODE problems (non-exact, first-order linear, Bernoulli, and an exact equation with an initial value). Solution quality was coded into four categories: complete-correct, conceptual error, procedural/calculation error, and blank. Descriptive and correlational analyses were used to identify trends among variables. Results indicate a positive correlation between self-study time and the proportion of complete-correct solutions (r = 0.4635) and a negative correlation with conceptual errors (r = ?0.3681). The proportion of complete-correct solutions also shows a strong correlation with the final ODE grade (r = 0.8945). These findings highlight the importance of structured support for self-study and diagnostic assessment based on error types to improve students’ understanding in ODE learning.References
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Broadbent, J. (2017). Comparing online and blended learner’s self-regulated learning strategies and academic performance. The Internet and Higher Education, 33, 24–32. https://doi.org/10.1016/j.iheduc.2017.01.004
Broadbent, J., & Poon, W. L. (2015). Self-regulated learning strategies & academic achievement in online higher education learning environments: A systematic review. The Internet and Higher Education, 27, 1–13. https://doi.org/10.1016/j.iheduc.2015.04.007
Buckingham, L. J. (2025). Contextual questions and their implications for engineering undergraduates’ attitudes towards mathematics. International Journal of Mathematical Education in Science and Technology, 1–22. https://doi.org/10.1080/0020739X.2025.2574949
Czocher, J. A. (2017). How can emphasizing mathematical modeling principles benefit students in a traditionally taught differential equations course? The Journal of Mathematical Behavior, 45, 78–94. https://doi.org/10.1016/j.jmathb.2016.10.006
Farlina, E., Rachmawati, T. K., Ariany, R. L., & Widiastuti, T. (2018). Ordinary differential equations: students’ difficulty in solve the algorithm of the initial value problem with the integrating factor method. IOP Conference Series Materials Science and Engineering. https://doi.org/10.1088/1757-899X/434/1/012010
Guntur, M., & Purnomo, Y. W. (2024). A Meta-Analysis of Self-Regulated Learning Interventions Studies on Learning Outcomes in Online and Blended Environments. Online Learning, 3(28), 563–584. https://doi.org/10.24059/olj.v28i3.4025
Limone, P., Sinatra, M., Ceglie, F., & Monacis, L. (2020). Examining Procrastination among University Students through the Lens of the Self-Regulated Learning Model. Behavioral Sciences, 10(12), 184. https://doi.org/10.3390/bs10120184
Luo, R.-Z., & Zhou, Y.-L. (2024). The effectiveness of self-regulated
learning strategies in higher education blended learning: A five years systematic review. Journal of Computer Assisted Learning, 40, 3005–3029. https://doi.org/10.1111/jcal.13052
Novitasari, D., Wulandari, N. P., & Lu’luilmaknun, U. (2025). Error patterns in solving ordinary differential equations: A SOLO taxonomy-based analysis of preservice mathematics teachers. Mandalika Mathematics and Education Journal, 7(2), 972–986. https://doi.org/10.29303/jm.v7i2.9491
Ortube, A. F., Panadero, E., & Dignath, C. (2024). Self-Regulated Learning Interventions for Pre-service Teachers: a Systematic Review. Educational Psychology Review, 36(113). https://doi.org/10.1007/s10648-024-09919-5
Panadero, E. (2017). A Review of Self-regulated Learning: Six Models and Four Directions for Research. Front Psychol, 8(422x). https://doi.org/10.3389/fpsyg.2017.00422
Reynolds, C. L. (2020). The Effect of Dormitory Residence during College on Student Outcomes. Journal of Human Capital, 14(2), 249–289.
Stalmirska, A. M., & Mellon, V. (2022). “It feels like a job …” Understanding commuter students: Motivations, engagement, and learning experiences. Journal of Hospitality, Leisure, Sport & Tourism Education, 30. https://doi.org/10.1016/j.jhlste.2021.100368
Tresnatri, F. A., Kurniawan, A., Suryadarma, D., Revina, S., & Rarasati, N. (2022). Does Higher Parental Involvement Lead to Learning Gains? Experimental Evidence from Indonesia. RISE Working Paper Series, 22/095. https://doi.org/10.35489/BSG-RISE-WP_2022/095
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2025-12-05
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