Abstract
This study aimed to determine the mediating effect of blended learning on the relationship between study habits and self-efficacy beliefs among second year non-mathematics major education students who are recently done with their mathematics subject Mathematics in the Modern World (MMW). The mean, descriptive correlational technique and mediation analysis were used in this quantitative non-experimental study. The data were collected from 175 second year non-mathematics major education students at Kapalong College of Agriculture, Sciences and Technology (KCAST). For the data analysis, Medgraph was employed in determining the mediating effect of blended learning on the relationship between study habits and self-efficacy beliefs. Findings reveal that the level of study habits was high, the level of blended learning was high, and the level of self-efficacy beliefs was also high. There were significant relationship among the three variables. Result also revealed that blended learning partially mediated or significantly affected the relationship between study habits and self-efficacy beliefs. Hence, this implies that the results offered valuable information that may be utilized by the institution, teachers, and students, as well as future researchers.
