ISSN: 2222-6990
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Flexibility in the learning environment enhances learner motivation. In this study, flexible class dismissal was implemented as a motivational strategy to enhance student engagement in mathematics video learning. The study involved 25 A-Level student participants who learned to solve equations and inequalities involving absolute value functions. Their independent learning followed a cycle comprising a pretest, engagement with self-directed instructional videos, and a posttest for each of the two domains. They were given autonomy to flexibly self-pace their learning and leave class on completing the learning cycles. Their scores on the pretests and posttests were compared with a paired-sample t-test, while their solution strategies were qualitatively analyzed. The findings revealed not only statistically significant improvement but also shifts in strategy toward more conceptual and efficient solutions. Such approach empowers students with autonomy as a source of motivation, enhances learning, and frees the instructor to support individual learners during class time.
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