Home⇛Psychology and Education: A Multidisciplinary Journal⇛vol. 23 no. 6 (2025)

Math Teachers’ Pedagogical Modifications in the Full Face-to-Face Classes: A Qualitative Inquiry

Maria Mae Singco | Kim Louie Frances Andulana | Marivic Layola | Analyn Navarro | Jane Rose Pañe | Jessa Marie Sanchez | Kristine  Valera | Cyril Cabello

Discipline: Education

 

Abstract:

Mastering Mathematics can take a lot of effort but takes the proper skills and ongoing practice. Imparting knowledge to the students in mathematics subjects that are known to be difficult has been a challenge for math teachers. From modular to full face-to-face classes, there have been several adjustments and difficulties for teachers, which pushed the researchers, to come up with the study about the pedagogical modifications done by the teachers. In particular, the teachers' coping strategies and the milestones that they have achieved after classes will also be determined. Mathematics teachers at Badian National High School were chosen as ten participants in this qualitative study. Specifically, it utilized Heideggerian phenomenology and interpretative phenomenological analysis (IPA), anchored on the modified Van Kaam approach popularized by Moustakas. Hence, the following themes emerge: (1) The Adjustment, (2) The Struggle, (3) The Motivation, and (4) The Scheme. In conclusion, difficulties in online classes are the unstable internet connection and the need to focus on online discussions, while the adjustments in full face-to-face classes are time management, financial problems, and the distance between the house and school. It is recommended to hear out the voices of the teachers in their difficult times, help address them, and might as well be given some benefits for all their efforts in teaching young minds.



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