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The purpose of this study was to investigate the differences in higher-order thinking skills (HOTS), learning interactions (LI), learning feedback (LF), and learning self-efficacy (LS) among undergraduates taking an advanced mathematics course in a blended learning (BL) environment. It was quantitative and used a descriptive survey with a sample size 461. Independent sample t-tests and one-way analysis of variance tests were also used for inferential analysis. The results showed no statistically significant disparities in learning feedback and self-efficacy. Additionally, there were statistically significant differences in four dimensions- learning interaction, learning feedback, HOTS, and self-efficacy at the grade level. The study also found statistically significant differences in the dimensions of learning feedback and self-efficacy among college students in different age groups. However, no significant differences were found in learning interaction and higher-order thinking dimensions. Lastly, no statistically significant differences exist in the four dimensions of learning interaction, learning feedback, HOTS, and self-efficacy among students with different chemistry majors.
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