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Sep 12, 2022
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Abstract
This study aimed to capture the lived experiences of Mathematics teachers on modular distance learning. It explored mathematics teachers' perception of modular distance learning, describe the challenges, and struggles in the new normal, unveil the coping mechanisms of mathematics teachers on the demand of modular distance learning, and verify the effects of modular distance learning on students' mathematics performance. This phenomenological study used Colaizzi’s method of data analysis to interpret and analyze the data. Nine (9) teacher-participants were recruited using purposive sampling technique. The study used the interview method in gathering data. In this study, teacher-participants perceived that modular distance learning is one of the best ways to continue students' learning. However, students' mathematics performance using modular distance learning is far below the expected standard. Identified contributing factors were students' attitudes, teachers' workloads, digital infrastructure and gadgets, slow internet connections, lack of parents' support, and students' motivation. The findings of this study can be used as a basis or springboard for revision of implementing guidelines of modular distance learning enactment policies that would provide intervention to the existing identified problem.
Article Details
This work is licensed under a Creative Commons Attribution 4.0 International License.
How to Cite
Friolo, R. V., & Mutya, R. C. (2022). Mathematics Teachers’ Perception on Modular Distance Learning: A Phenomenological Study. International Journal of Multidisciplinary: Applied Business and Education Research, 3(9), 1607-1615. https://doi.org/10.11594/ijmaber.03.09.01
References
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Creswell, J.W. (2013). Research Design: Qualitative Ap-proach, Quantitative and Mixed. Thousand Oaks, California: Sage.
Creswell, J. W., & Poth, C. N. (2016). Qualitative inquiry and research design: Choosing among five ap-proaches. Thousand Oaks, CA: Sage publications.
Cudillo, C. J. A., Mutya, R. C., & Adlaon, M. S. (2022). PAR-ENTS’CHALLENGES AND THEIR CHILD’S ACADEM-IC PERFORMANCE IN SCIENCE IN THE MODULAR DISTANCE LEARNING. European Journal of Educa-tion Studies, 9(7).
Giorgi, A. (1997). The theory, practice, and evaluation of the phenomenological method as a qualitative re-search procedure. Phenomenological Psychology, 28(2), 235-260.
Hamid, S. R. A., Hassan, S. S. S., & Ismail, N. A. H. (2012). Teaching quality and performance among experi-enced teachers in Malaysia. Australian Journal of Teacher Education, 37(11), 85-103.
De Vera, Jayson L. (2020). Challenges and teachers resil-ience: the new normal classroom instruction using social media in philippine context. https://www.researchgate.net/publication/344467152
Department of Education (2020). Learning opportunities shall be available The Basic Education Learning Continuity Plan in the Time of Covid 19. https://www.deped.gov.ph/2020/05/06/official-statement-2
Geverola, I. J. R., Mutya, R. C., Siason, L. M. B., & Bonotan, A. (2022). Challenges and struggles of public sen-ior high school science teachers during the new normal. Journal of Research, Policy & Practice of Teachers and Teacher Education, 12(1), 49-68.
Gueta, M. F., & Janer, S. S. (2021). Distance Learning Challenges on the Use of Self-Learning Mod-ule. United International Journal for Research & Technology, 2(07).
Husserl, E. (1970). The crisis of European sciences and transcendental phenomenology: An introduction to phenomenological philosophy. Evanston, IL: Northwestern University Press.
Husserl, E. (2012). Ideas: General introduction to pure phenomenology. London, UK: Routledge.
Ionescu, C. A., Paschia, L., Gudanescu Nicolau, N. L., Stanescu, S. G., Neacsu Stancescu, V. M., Coman, M. D., & Uzlau, M. C. (2020). Sustainability analysis of the e-learning education system during pandemic period—covid-19 in Roma-nia. Sustainability, 12(21), 9030.
Kind, V. (2009). A conflict in your head: An exploration of trainee science teachers’ subject matter knowledge development and its impact on teacher self‐confidence. International Journal of Science Education, 31(11), 1529-1562.
Larkin, K., & Jorgensen, R. (2016). ‘I hate maths: why do we need to do maths?’Using iPad video diaries to investigate attitudes and emotions towards math-ematics in year 3 and year 6 stu-dents. International Journal of Science and Mathe-matics Education, 14(5), 925-944.
Lee, C.-Y., & Kung, H.-Y. (2018). Math self-concept and mathematics achievement: Examining gender var-iation and reciprocal relations among junior high school students in Taiwan. EURASIA Journal of Mathematics, Science and Technology Educa-tion, 14(4), 1239–1252.
Lopez, V., & Whitehead, D. (2013). Sampling data and data collection in qualitative research. In: Nursing and Midwifery Research: Methods and Critical Ap-praisal for Evidence-Based Practice. Maryland Heights, Missouri: Mosby. pp. 124-140.
Marton, F., & Booth, S., (1997). Learning and awareness. Mahwah, NJ: L. Erlbaum Associates.
Mizzi, D. (2013). The Challenges Faced by Science Teachers When Teaching Outside Their Specific Science Specialism. Acta Didactica Napocen-sia, 6(4), 1-6.
Morrow, R., Rodriguez, A., & King, N. (2015). Colaizzi’s descriptive phenomenological method. The psy-chologist, 28(8), 643-644.
Mutya, R. C., Geverola, I. J. R., Cano Jr, A. C., & Friolo, R. V. (2022). Coping with uncertainties: Unveiling the lived experiences of working students in the new normal. HO CHI MINH CITY OPEN UNIVERSITY JOURNAL OF SCIENCE-SOCIAL SCIENCES, 12(1), 112-129.
Murphy, M. P. (2020). COVID-19 and emergency eLearn-ing: Consequences of the securitization of higher education for post-pandemic peda-gogy. Contemporary Security Policy, 41(3), 492-505.
Onyema, E. M., Eucheria, N. C., Obafemi, F. A., Sen, S., Atonye, F. G., Sharma, A., & Alsayed, A. O. (2020). Impact of Coronavirus pandemic on educa-tion. Journal of Education and Practice, 11(13), 108-121.
Palero, M. A. G., & Mutya, R. C. Teacher’s Readiness to-wards Online Distance Learning in Science Teach-ing in the New Normal.
Roschelle, J., Rafanan, K., Bhanot, R., Estrella, G., Penuel, B., Nussbaum, M., & Claro, S. (2010). Scaffolding group explanation and feedback with handheld technology: Impact on students’ mathematics learning. Educational Technology Research and De-velopment, 58(4), 399-419.
Saga, E. S., & Agua, B. M. G. (2021). Readiness levels and challenges of secondary mathematics teachers in implementing modular distance learning in the new normal. Journal of Research, Policy & Practice of Teachers and Teacher Education, 11(2), 101-123.
Sintema, E. J. (2020). Effect of COVID-19 on the Perfor-mance of Grade 12 Students: Implications for STEM Education. Eurasia Journal of Mathematics, Science and Technology Education, 16(7), em1851
Ventayen, R. J. M. (2018). Teachers’ readiness in online teaching environment: a case of department of ed-ucation teachers. PSU Journal of Education, Man-agement and Social Sciences, 2(1). 94-106.
Anzaldo, G. D. (2021). Modular distance learning in the new normal education amidst Covid-19. International Journal of Scientific Advanc-es, 2(3), 233-266.
Auditor, N., & Mutya, R. C. (2022). Competence of Sec-ondary Science Teachers in Developing Self-Learning Modules (SLMs). Jurnal Pendidikan Pro-gresif, 12(2), 569-590.
Azoula, Audrey (2020). International Institute for Educa-tional Planning (IIEP) UNESCO (2020) Plan for School Reopening. Retrieved from http://www.iiep.unesco.org/en/plan-school-reopening
Bjuland, R., & Mosvold, R. (2015). Lesson study in teach-er education: Learning from a challenging case. Teaching and teacher education, 52, 83-90.
Cahyono, A. N., & Ludwig, M. (2019). Teaching and Learning Mathematics around the City Supported by the Use of Digital Technology. Eurasia Journal of Mathematics, Science and Technology Education, 15(1), em1654
Colaizzi, P. F. (1978). Psychological research as a phe-nomenologist views it. In R. V. M. King (Ed.), Existen-tial phenomenological alternatives for psychology (pp. 48-71.). New York, NY: Oxford University Press.
Creswell, J.W. (2013). Research Design: Qualitative Ap-proach, Quantitative and Mixed. Thousand Oaks, California: Sage.
Creswell, J. W., & Poth, C. N. (2016). Qualitative inquiry and research design: Choosing among five ap-proaches. Thousand Oaks, CA: Sage publications.
Cudillo, C. J. A., Mutya, R. C., & Adlaon, M. S. (2022). PAR-ENTS’CHALLENGES AND THEIR CHILD’S ACADEM-IC PERFORMANCE IN SCIENCE IN THE MODULAR DISTANCE LEARNING. European Journal of Educa-tion Studies, 9(7).
Giorgi, A. (1997). The theory, practice, and evaluation of the phenomenological method as a qualitative re-search procedure. Phenomenological Psychology, 28(2), 235-260.
Hamid, S. R. A., Hassan, S. S. S., & Ismail, N. A. H. (2012). Teaching quality and performance among experi-enced teachers in Malaysia. Australian Journal of Teacher Education, 37(11), 85-103.
De Vera, Jayson L. (2020). Challenges and teachers resil-ience: the new normal classroom instruction using social media in philippine context. https://www.researchgate.net/publication/344467152
Department of Education (2020). Learning opportunities shall be available The Basic Education Learning Continuity Plan in the Time of Covid 19. https://www.deped.gov.ph/2020/05/06/official-statement-2
Geverola, I. J. R., Mutya, R. C., Siason, L. M. B., & Bonotan, A. (2022). Challenges and struggles of public sen-ior high school science teachers during the new normal. Journal of Research, Policy & Practice of Teachers and Teacher Education, 12(1), 49-68.
Gueta, M. F., & Janer, S. S. (2021). Distance Learning Challenges on the Use of Self-Learning Mod-ule. United International Journal for Research & Technology, 2(07).
Husserl, E. (1970). The crisis of European sciences and transcendental phenomenology: An introduction to phenomenological philosophy. Evanston, IL: Northwestern University Press.
Husserl, E. (2012). Ideas: General introduction to pure phenomenology. London, UK: Routledge.
Ionescu, C. A., Paschia, L., Gudanescu Nicolau, N. L., Stanescu, S. G., Neacsu Stancescu, V. M., Coman, M. D., & Uzlau, M. C. (2020). Sustainability analysis of the e-learning education system during pandemic period—covid-19 in Roma-nia. Sustainability, 12(21), 9030.
Kind, V. (2009). A conflict in your head: An exploration of trainee science teachers’ subject matter knowledge development and its impact on teacher self‐confidence. International Journal of Science Education, 31(11), 1529-1562.
Larkin, K., & Jorgensen, R. (2016). ‘I hate maths: why do we need to do maths?’Using iPad video diaries to investigate attitudes and emotions towards math-ematics in year 3 and year 6 stu-dents. International Journal of Science and Mathe-matics Education, 14(5), 925-944.
Lee, C.-Y., & Kung, H.-Y. (2018). Math self-concept and mathematics achievement: Examining gender var-iation and reciprocal relations among junior high school students in Taiwan. EURASIA Journal of Mathematics, Science and Technology Educa-tion, 14(4), 1239–1252.
Lopez, V., & Whitehead, D. (2013). Sampling data and data collection in qualitative research. In: Nursing and Midwifery Research: Methods and Critical Ap-praisal for Evidence-Based Practice. Maryland Heights, Missouri: Mosby. pp. 124-140.
Marton, F., & Booth, S., (1997). Learning and awareness. Mahwah, NJ: L. Erlbaum Associates.
Mizzi, D. (2013). The Challenges Faced by Science Teachers When Teaching Outside Their Specific Science Specialism. Acta Didactica Napocen-sia, 6(4), 1-6.
Morrow, R., Rodriguez, A., & King, N. (2015). Colaizzi’s descriptive phenomenological method. The psy-chologist, 28(8), 643-644.
Mutya, R. C., Geverola, I. J. R., Cano Jr, A. C., & Friolo, R. V. (2022). Coping with uncertainties: Unveiling the lived experiences of working students in the new normal. HO CHI MINH CITY OPEN UNIVERSITY JOURNAL OF SCIENCE-SOCIAL SCIENCES, 12(1), 112-129.
Murphy, M. P. (2020). COVID-19 and emergency eLearn-ing: Consequences of the securitization of higher education for post-pandemic peda-gogy. Contemporary Security Policy, 41(3), 492-505.
Onyema, E. M., Eucheria, N. C., Obafemi, F. A., Sen, S., Atonye, F. G., Sharma, A., & Alsayed, A. O. (2020). Impact of Coronavirus pandemic on educa-tion. Journal of Education and Practice, 11(13), 108-121.
Palero, M. A. G., & Mutya, R. C. Teacher’s Readiness to-wards Online Distance Learning in Science Teach-ing in the New Normal.
Roschelle, J., Rafanan, K., Bhanot, R., Estrella, G., Penuel, B., Nussbaum, M., & Claro, S. (2010). Scaffolding group explanation and feedback with handheld technology: Impact on students’ mathematics learning. Educational Technology Research and De-velopment, 58(4), 399-419.
Saga, E. S., & Agua, B. M. G. (2021). Readiness levels and challenges of secondary mathematics teachers in implementing modular distance learning in the new normal. Journal of Research, Policy & Practice of Teachers and Teacher Education, 11(2), 101-123.
Sintema, E. J. (2020). Effect of COVID-19 on the Perfor-mance of Grade 12 Students: Implications for STEM Education. Eurasia Journal of Mathematics, Science and Technology Education, 16(7), em1851
Ventayen, R. J. M. (2018). Teachers’ readiness in online teaching environment: a case of department of ed-ucation teachers. PSU Journal of Education, Man-agement and Social Sciences, 2(1). 94-106.