<b>Exploring Blended Learning Dynamics: Integrating Traditional and E-Learning Modalities in Mathematics Education</b>

The dataset includes responses collected from 31 students who took part in a survey assessing their experience with a one-semester blended learning approach in an advanced mathematics course. This approach was centered around the instructor's use of tablets in a face-to-face setting, incorporating pedagogical, social, and technical elements. The questionnaire comprised 28 items grouped into seven categories: pedagogical affordance (PA: 6 questions), social affordance (SA: 4 questions), technical affordance (TA: 5 questions), extrinsic motivation (EM: 3 questions), intrinsic motivation (IM: 4 questions), shallow cognitive engagement (SCE: 3 questions), and deep cognitive engagement (DCE: 3 questions). The questionnaire was designed using Google Forms and distributed to students anonymously following the conclusion of the semester. Respondents were asked to indicate their level of agreement with the statements using a five-point Likert scale: (1) Strongly disagree; (2) Disagree; (3) Neither agree nor disagree; (4) Agree; (5) Strongly agree.