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Dec 12, 2022
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Abstract
As the educational sector shifted from traditional to borderless classrooms, having discussions through virtual platforms became the most popular option to keep the learning going amid the pandemic. This study investigated the teaching strategies of mathematics college instructors in college on the second-year mathematics students’ performance in borderless classrooms. It also determined how well the mathematics instructors adjusted to the situation, as evidenced by how and what teaching strategies they used in their classes. Fifteen mathematics instructors were recruited for the study using a random sampling technique. Findings revealed that some teachers were unfamiliar with various tools and platforms. Using the Pearson correlation coefficient, there is a significant positive relationship between the teaching strategies in the borderless classrooms and the student’s performance in mathematics r (13) = .49, p< .04. The Strategic Intervention Applied in Asynchronous Teaching (SIAAT) was proposed by which will ensure that students will continue to receive asynchronous learning in borderless classrooms.
Article Details
This work is licensed under a Creative Commons Attribution 4.0 International License.
How to Cite
Roblon, A., Cano Jr., A., Miñoza, G., Recomo, J., Monares, J., Arriola, M. A., & Polancos, Q. (2022). Teaching Strategies and Students’ Performance in Mathematics in a Borderless Classroom. International Journal of Multidisciplinary: Applied Business and Education Research, 3(12), 2498-2508. https://doi.org/10.11594/ijmaber.03.12.03
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Madhushree, L. M., Bhuvana, R., & Aithal, P. S. (2020). Impact of COVID-19 on Redefining the Services of Educational Institutions using Ubiquitous Tech-nology. Int. J. Manag. Technol. Soc. Sci, 5, 266-282.
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Okwuduba, E. N., & Okigbo, E. C. (2018). Effect of Teach-ing Methods on Students’ Academic Performance in Chemistry in Nigeria: Meta-Analytic Re-view. Bulgarian Journal of Science and Education Policy, 12(2), 418-434.
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Oztok, M., Zingaro, D., Brett, C., & Hewitt, J. (2013). Ex-ploring asynchronous and synchronous tool use in online courses. Computers & Education, 60(1), 87-94.
Palero, M. A. G., & Mutya, R. C. (2022). Teacher’s Readi-ness towards Online Distance Learning in Science Teaching in the New Normal. International Journal of Sciences: Basic and applied research, 63(1), 132-154.
Rapanta, C., Botturi, L., Goodyear, P., Guàrdia, L., & Koole, M. (2021). Balancing technology, pedagogy and the new normal: Post-pandemic challenges for higher education. Postdigital Science and Educa-tion, 3(3), 715-742.
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Texas University. (2014). The 5 Families-Teaching Strat-egies. Retrieved from: https://cte.tamu.edu/getattachment/Graduate-Student-Support/5-Families-Teaching-Strategies-rev4-4-17.pdf.aspx?lang=en-US
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Tullis, J. G., & Benjamin, A. S. (2011). On the effectiveness of self-paced learning. Journal of memory and lan-guage, 64(2), 109-118.
Arora, A. K., & Srinivasan, R. (2020). Impact of pandemic COVID-19 on the teaching–learning process: A study of higher education teachers. Prabandhan: Indian journal of management, 13(4), 43-56.
Artigue, M. (2021). Mathematics education research at university level: 3Achievements and challenges. In Research and development in University Mathe-matics Education (pp. 2-21). Routledge.
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.
Bart, M. (2015, December 18). Our Top 15 Teaching and Learning Articles of 2015. Higher Ed Teaching & Learning. Retrieved from: https://www.facultyfocus.com/articles/teaching-and-learning/our-top-15-teaching-and-learning-articles-of-2015/
Bhandari, P. (2021). Correlational Research | When & How to Use. Retrieved from: https://www.scribbr.com/methodology/correlational-re-search/#:~:text=What%20is%20correlational%20research%3F,experimental%20type%20of%20quantitative%20research
Brandt, A., & Chernoff, E. J. (2015). The importance of ethnomathematics in the math class. Retrieved from: https://core.ac.uk/download/pdf/159589763.pdf
Briggs, S. (2021, March 5). What Is Mastery Learning? InformED. Retrieved from: https://linkshortner.net/iqNVu
Carpenter, S., & Huffman, K. (2012). Visualizing psycholo-gy. John Wiley & Sons.
Chargois, T. (2013, October 9). Mastery-based learning literature. Aurora Institute. Retrieved from: https://linkshortner.net/CSofD
Cordero, J. M., & Gil-Izquierdo, M. (2018). The effect of teaching strategies on student achievement: An analysis using TALIS-PISA-link. Journal of Policy Modeling, 40(6), 1313-1331.
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).
Dayagbil, F. T., Palompon, D. R., Garcia, L. L., & Olvido, M. M. J. (2021). Teaching and learning continuity amid and beyond the pandemic. In Frontiers in Ed-ucation (p. 269). Frontiers.
Doe, J. (2017, October 9). Teaching and Learning in Gen-eral Lower Secondary Education. Eurydice - Euro-pean Commission. Retrieved from: https://linkshortner.net/siKGD
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.
Guinocor, M., Almerino, P., Mamites, I., Lumayag, C., Vil-laganas, M. A., & Capuyan, M. (2020). Mathematics performance of students in a Philippine State Uni-versity. International Electronic Journal of Mathe-matics Education, 15(3), em0586.
Gur, H. (2009). Trigonometry Learning. New Horizons in Education, 57(1), 67–80.
Guzman, M. (2016). Preferred student-centered strate-gies in teacher education: Input to outcomes-based instruction. Asia Pacific Journal of Educa-tion, Arts and Sciences, 3(1), 40-48.
Friolo, R. V., & Mutya, R. C. (2022). Mathematics Teach-ers’ Perception on Modular Distance Learning: A Phenomenological Study. International Journal of Multidisciplinary: Applied Business and Education Research, 3(9), 1607-1615.
Fyfe, E. R. (2016). Providing feedback on computer-based algebra homework in middle-school class-rooms. Computers in Human Behavior, 63, 568-574.
Heather. (2018, February 28). 7 Effective Teaching Strat-egies For The Classroom. Quizalize Blog. https://blog.quizalize.com/2018/02/23/teaching-strategies/
İlçin, N., Tomruk, M., Yeşilyaprak, S. S., Karadibak, D., & Savcı, S. (2018). The relationship between learn-ing styles and academic performance in TURKISH physiotherapy students. BMC medical educa-tion, 18(1), 1-8.
Joaquin, J. J. B., Biana, H. T., & Dacela, M. A. (2020). The Philippine higher education sector in the time of COVID-19. In Frontiers in Education (p. 208). Fron-tiers.
Kulbir, S. S. (2006). The teaching of mathemat-ics. Jalandhar: Sterling Publishers Private Limited.
Liu, K., & Wu, J. (2021). The Effect of Online Homework (IXL) on Students' Mathematics Achieve-ment. Asian Journal of Education and Train-ing, 7(4), 244-249.
López, G. A., Sáenz, J., Leonardo, A., & Gurtubay, I. G. (2016). Use of the Moodle platform to promote an ongoing learning when lecturing general physics in the physics, mathematics and electronic engi-neering programmes at the University of the Basque Country UPV/EHU. Journal of Science Edu-cation and Technology, 25(4), 575-589.
Madhushree, L. M., Bhuvana, R., & Aithal, P. S. (2020). Impact of COVID-19 on Redefining the Services of Educational Institutions using Ubiquitous Tech-nology. Int. J. Manag. Technol. Soc. Sci, 5, 266-282.
Marwaha, A., Zakeri, M., Sansgiry, S. S., & Salim, S. (2021). Combined effect of different teaching strategies on student performance in a large-enrollment undergraduate health sciences course. Advances in Physiology Education.
Mazana, M. Y., Montero, C. S., & Casmir, R. O. (2020). Assessing students’ performance in mathematics in Tanzania: the teacher’s perspec-tive. International Electronic Journal of Mathemat-ics Education, 15(3), em0589.
Mitchell, D. (2014). What really works in special and in-clusive education: Using evidence-based teaching strategies. Routledge.
Morgan, H. (2014). Maximizing student success with differentiated learning. The Clearing House: A Jour-nal of Educational Strategies, Issues and Ide-as, 87(1), 34-38.
Samson, M. N., Simon, K., & Milcah, N. (2020). Perfor-mance ranking in school mathematics in Kenya: A device that conceals and naturalizes inappropriate teaching strategies. Educational Research and Re-views, 15(8), 465-472.
Soubra, L., Al-Ghouti, M. A., Abu-Dieyeh, M., Crovella, S., & Abou-Saleh, H. (2022). Impacts on Student Learning and Skills and Implementation Challeng-es of Two Student-Centered Learning Methods Applied in Online Educa-tion. Sustainability, 14(15), 9625.
Odhabi, H., & Nicks‐McCaleb, L. (2011). Video recording lectures: Student and professor perspec-tives. British Journal of Educational Technolo-gy, 42(2), 327-336.
Okwuduba, E. N., & Okigbo, E. C. (2018). Effect of Teach-ing Methods on Students’ Academic Performance in Chemistry in Nigeria: Meta-Analytic Re-view. Bulgarian Journal of Science and Education Policy, 12(2), 418-434.
Oyebanji, M. S., & Idiong, U. S. (2021). Challenges of Teaching Mathematics to Students with Visual Impairment. Malikussaleh Journal of Mathematics Learning (MJML), 4(1), 1-6.
Oztok, M., Zingaro, D., Brett, C., & Hewitt, J. (2013). Ex-ploring asynchronous and synchronous tool use in online courses. Computers & Education, 60(1), 87-94.
Palero, M. A. G., & Mutya, R. C. (2022). Teacher’s Readi-ness towards Online Distance Learning in Science Teaching in the New Normal. International Journal of Sciences: Basic and applied research, 63(1), 132-154.
Rapanta, C., Botturi, L., Goodyear, P., Guàrdia, L., & Koole, M. (2021). Balancing technology, pedagogy and the new normal: Post-pandemic challenges for higher education. Postdigital Science and Educa-tion, 3(3), 715-742.
Reyes, J. R. S., Grajo, J. D., Comia, L. N., Talento, M. S. D. P., Ebal, L. P. A., & Mendoza, J. J. (2021). Assess-ment of Filipino higher education students’ readi-ness for e-learning during a pandemic: A Rasch Technique application. Philippine Journal of Sci-ence, 150(3), 1007-1018.
Subia, G. S., Salangsang, L. G., & Medrano, H. B. (2018). Attitude and performance in mathematics I of bachelor of elementary education students: A cor-relational analysis. American Academic Scientific Research Journal for Engineering, Technology, and Sciences, 39(1), 206-213.
Texas University. (2014). The 5 Families-Teaching Strat-egies. Retrieved from: https://cte.tamu.edu/getattachment/Graduate-Student-Support/5-Families-Teaching-Strategies-rev4-4-17.pdf.aspx?lang=en-US
Thanprasertsuk, S., Jumrustanasan, T., Somboonkusolsil, L., Khwanjaipanich, S., Sukkee, J., Watanatada, P., ... & Bongsebandhu-Phubhakdi, S. (2021). The concept-sharing approach: a teaching strategy to promote objective-oriented learning and academic performance in medical students. Advances in Physiology Education, 45(2), 369-375.
Tullis, J. G., & Benjamin, A. S. (2011). On the effectiveness of self-paced learning. Journal of memory and lan-guage, 64(2), 109-118.