Home⇛Psychology and Education: A Multidisciplinary Journal⇛vol. 6 no. 2 (2022)

Perspective of Junior High School Students on Learning Mathematics: Learning at the Distance Due to COVID-19

Mariamae Egtob | Vincent Sawate | Ronnie Castillo | Ailyn Pacaoncis | Chona Ann Ricafort | Jeffry Saro

Discipline: Education

 

Abstract:

The COVID-19 pandemic had brought several challenges and difficulties to the educational sector, particularly in the implementation of distance learning methods. This paradigm shift in learning was felt globally, not just in the Philippines. The purpose of this study was to illustrate and determine the perspective of the Grade 10 junior high school students about their understanding and learning experiences in mathematics during the COVID-19 crisis. As well, this study would like to investigate the students’ preferences to either continue the distance learning modality or bring back the substantial presence of traditional face-to-face classes. More so, this research project employed a quantitative approach with a descriptive research design utilizing the developed and validated survey questionnaire. The sampling population consisted of 150 junior high school students from the private and public schools in Agusan del Sur and a few parts of Butuan City, and it was randomly chosen based on the standard criteria created by the researchers. As a result, the descriptive statistical treatment was used to obtain the mean value and standard deviation of scores, as well as descriptive and qualitative interpretations of the items. Based on the findings, the overall weighted mean value is (m=3.92) with a standard deviation of scores of 0.95, indicating a descriptive interpretation of "agree" with a qualitative interpretation of "the extent of the effect is high," which means to say that the respondents of the study are greatly agreed on the questions made by the researchers on their perceptions of learning math at distance learning due to COVID-19. The preference of the students is to have face-to-face classes, which had 142 responses with an equivalent percentage of 94.67%. This indicates that the students preferred to have in-person learning over distance learning. For future research, it would be better to conduct studies that focus on the learning styles to better understand them, as well as the detailed viewpoints of the participants, by gathering information through a qualitative approach. This will also explore how teaching techniques and methods could impact students’ impressions of distance and in-person classes.



References:

  1. Amoroso, E.J B. T., Dacoco E. P., Tajos, C. P., Enguio, L. A., Francisco, J. G., Saro, J. M., (2022). Teacher’s Perceptions, Effectiveness, Administrative Issues, and School Challenges during the COVID-19 Epidemic: An Educational Sustainability. Psychology and Education: A Multidisciplinary Journal, Volume 5, Issue 1.
  2. Almuraqab, N. (2020). Shall universities at the UAE continue distance learning after the COVID-19 pandemic? Revealing students’ perspective. International Journal of Advanced Research in Engineering and Technology 11(5), 226-233. doi:10.34218/IJARET.11.5.2020.024
  3. Astri, L. Y. (2017). Barrier factors that influence satisfaction of e-learning: A literature study. Advanced Science Letters, 23(4), 3767-3771. http://doi.org/10.1166/asl.2017.9007
  4. Basilaia, G., & Kvavadze, D. (2020). Transitions to online education in schools during a SARS-Cov-2 coronavirus (COVID-19) pandemic in Georgia. Pedagogical Research, 5, em0060.
  5. Bloomfield, J., Fisher, M.J., 2019. Quantitative research design. JARNA 22 (2), 27–30. Bozkurt, A., Sharma, R.C., 2020. Emergency remote teaching in a time of global crisis due to Corona Virus pandemic. Asian J. Dist. Educat. 15 (1), i–vi.
  6. Britt, R. (2006). Online education: A survey of faculty and students. Radiologic Technology, 77(3), 183190
  7. Brende, B. (2015). Why education is the key to development. World Economic Forum. https://www.weforum.org/agenda/2015/07/why-education-is-the-key development/
  8. Cassibba, R., Ferrarello, D., Mammana, M. F., Musso, P., Pennisi, M., & Taranto, E. (2020). Teaching mathematics at distance: A challenge for universities. Education Sciences, 11(1), 1-20. http://doi.org/10.3390/educsci11010001
  9. Covid-19 Stats. (2020). Retrieved from National Command Operation Center: https://ncoc.gov.pk/
  10. Crawford, J., Butler-Henderson, K., Rudolph, J., & Glowatz, M. (2020). COVID-19: 20 countries' higher education intra-period digital pedagogy responses. Journal of Applied Teaching and Learning (JALT), 3(1).
  11. Distance learning. (n.d.). In Merriam-Webster.com dictionary. https://www.merriamwebster.com/dictionary/distance%20learning
  12. Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2011). How to design and evaluate research in education. McGraw-Hill.
  13. Fritz, A., Haase, V. G., & Rasanen, P. (Eds.). (2019). International handbook of mathematical learning difficulties. Springer.
  14. Gay, L. R., Mills, G. E., & Airasian, P. W. (2012). Educational research: Competencies for analysis and application. (10th ed.). Pearson.
  15. Huang, R., Liu, D., Tlili, A., Yang, J., & Wang, H. (2020). Handbook on facilitating flexible learning during educational disruption: The Chinese experience in maintaining undisrupted learning in COVID-19 outbreak. Smart Learning Institute of Beijing Normal University.
  16. Juliane, C., Arman, A. A., Sastramihardja, H. S., & Supriana, I. (2017). Digital teaching learning for digital native; Tantangan dan Peluang. Jurnal Ilmiah Rekayasa dan Manajemen Sistem Informasi, 3(2), 29-35.
  17. Kaur, G. (2020). Digital Life: Boon or bane in teaching sector on COVID-19. CLIO an Annual Interdisciplinary Journal of History, 6(6), 416-427.
  18. Noonoo, S. (2020). ‘Students are lonely:’ What happens when coronavirus forces schools online. https://www.edsurge.com/news/2020-03-02-students-are-lonely-whathappens-when-coronavirus-forces-schools-online
  19. O ‘Brien, C. (2020). France embraces distance learning experiments as coronavirus forces school closures. https://venturebeat.com/2020/03/13/france-embraces-distancelearning-experiment-as-coronavirus-forces-school-closures/
  20. Ostankowicz-Bazan, H. (2016). Benefits and drawbacks of online education. doi:10.13140/RG.2.1.1385.0640
  21. Perraton, H. D. (2000). Open and distance learning in the developing world. Routledge Falmer.
  22. Perienen, A. (2020). Frameworks for ICT integration in mathematics education - A teacher’s perspective. Eurasia Journal of Mathematics, Science and Technology Education, 16(6). http://doi.org/10.29333/ejmste/7803
  23. Ratnawati, S. D. (2018). Developing online materials for tour guides. Journal of ELT Research: The Academic Journal of Studies in English Language Teaching and Learning, 3(1), 43-57. http://doi.org/10.22236/JER_Vol3Issue1pp43-57
  24. Saro, J.M., Socuano, J.A., Socuano, F.D., Alcoverez, R.B., Hunahunan, R.D., & Tutor, D.B. (2022). The Impact of Distance Learning Modality on the Academic Performances of Grade 10 Students: A Case Study of San Vicente National High School in the Division of Agusan Del Sur. International Journal for Research Trends and Innovation. Volume 7, Issue 7. pp. 913-919, ISSN: 2456-3315, https://www.ijrti.org/papers/IJRTI2207139
  25. Saro, J., Boquil, E., Lim, J., Boquil, R., Yu, M., (2022). Perceptions and Lived Experiences: A Phenomenological Study of Technical Vocational and Livelihood Strand Students during the New Normal Education. Psychology and Education: A Multidisciplinary Journal, 4(8), 729-740. https://doi.org/10.5281/zenodo.7150690
  26. Saro, J., Cuasito, R., Doliguez, Z., Maglinte, F., Pableo, R., (2022). Teaching Competencies and Coping Mechanisms among the Selected Public Primary and Secondary Schools in Agusan del Sur Division: Teachers in the New Normal Education. Psychology and Education: A Multidisciplinary Journal, 3(10), 969-974.
  27. Toquero, C. M. (2020). Challenges and opportunities for higher education amid the COVID-19 pandemic: The Philippine context. Pedagogical Research, 5(4).
  28. Weeden, K., & Cornwell, B. (2020). The small-world network of college classes: Implications for epidemic spread on a university campus. Sociological Science, 7(9), 222–241. http://doi.org/10.15195/v7.a9
  29. World Health Organization (WHO). (2020). Coronavirus disease (COVID-19) pandemic. 2020. https://www.who.int/
  30. Wu, Z. (2020). How a top Chinese university is responding to coronavirus. World Economic Forum. https://www.weforum.org/agenda/2020/03/coronavirus-china-the challenges-ofonlinelearning-for-universities/
  31. Zhong, R. (2020, March 17). The coronavirus exposes education’s digital divide. The New York Times. https://www.nytimes.com/2020/03/17/technology/chinaschoolscoronavirus.htm

Tools


Copyright © 2024  KITE Digital Educational Solutions |  Exclusively distributed by CE-Logic