Home⇛Science Asia Review⇛vol. 14 no. 1 (2026)

Mathematical Competencies, Academic Performance, and Student Satisfaction Level During Online Distance Learning: Basis for Enhanced Flexible Instruction Delivery Plan (FIDP)

Mar Carlo B. Lesula

Discipline: Education

 

Abstract:

The shift to online distance learning has significantly influenced learning experiences and academic performance in Mathematics. This study examined the mathematical competencies, academic performance, and satisfaction with online distance learning among SHS students of Universidad de Zamboanga. Specifically, the study assessed students’ competencies in Number and Number Sense, Measurement, Patterns and Algebra, Geometry, and Statistics and Probability. It also determined academic performance of students in Mathematics and their level of satisfaction in online distance learning. Moreover, the study determined the relationships among mathematical competencies, academic performance, and student satisfaction, as well as the differences in these variables when grouped according to demographic profiles. The study employed a quantitative-descriptive research design using correlational, survey, and document analysis methods. The researchers gathered data through validated survey instruments and school records from selected SHS students using appropriate sampling procedures. Statistical tools were used to analyze the data and determine significant relationships and differences among variables. The findings revealed that students demonstrated an average level of mathematical competency, while their academic performance in Mathematics was generally rated as very satisfactory. Students also showed an average level of satisfaction in online distance learning. The study revealed no significant differences in mathematical competency and satisfaction levels when grouped according to profile variables. However, socio-economic status significantly affected students’ satisfaction. The study also identified a significant relationship between mathematical competency and academic performance. The study recommends that the institution provides programs and training for teachers, focused on effective teaching strategies and curriculum-aligned tasks.



References:

  1. Anderson & F. Elloumi (Eds.), Theory and practice of online learning (2nd Edition, pp. 45-74). Athabasca: Athabasca University. Retrieved from: http://www.aupress.ca/index.php/books/120146  
  2. Anigbo, L. C. (2016). Factors affecting students’ interest in Mathematics in secondary schools in Enugu state. International Journal of Education and Evaluation, 2(1), 22–28. www.iiardpub.org [Google Scholar]
  3. Aydın, A., Sarıer, Y., & Uysal, S. (2012). The comparative assessment of the results of PISA mathematical literacy in terms of socio-economic and socio-cultural variables. Education and Science, 37(164), 20-30.
  4. Bangert, A. W. (2006). Identifying factors underlying the quality of online teaching effectiveness: An exploratory study. Journal of Computing in Higher Education, 17(2), 79–99.
  5. Baticulon, R. E., Sy, J. J., Alberto, N. R. I., Baron, M. B. C., Mabulay, R. E. C., Rizada, L. G. T., Tiu, C. J. S., Clarion, C. A., & Reyes, J. C. B. (2021). Barriers to online learning in the time of COVID-19: A national survey of medical students in the Philippines. Medical Science Educator, 31, 615–626.
  6. Bringula, R., Reguyal, J.J., Tan, D.D. et al. Mathematics self-concept and challenges of learners in an online learning environment during COVID-19 pandemic. Smart Learn. Environ. 8, 22 (2021). https://doi.org/10.1186/s40561-021-00168-5
  7. Brown, A., & Williams, L. (2018). Exploring Gender-Based Differences in Online Learning Experiences. Journal of Online Education, 14(2), 45-58. Brown, E. K., & Smith, J. K. (2020). The relationship between mathematical competencies, academic performance, and student satisfaction during online distance learning: A meta-analysis. Online Education Research Review, 35(2), 112-129.
  8. Butterfield, A., Sutherland, R., & Molyneux-Hodgson, S. (2011). Learning conversions in science: the case of vocational students in the UK. Research in Learning Technology, 8(3). https://doi.org/10.3402/rlt.v8i3.12009
  9. Chang, S., & Lee, S. (2018). Culturally responsive online teaching in higher education: A review of the literature. Educational Technology Research and Development, 66(3), 793-817.
  10. Chen, C., Xu, W., & Wu, Y. (2019). Online learning satisfaction: A model based on the integration of expectations and experiences. Computers & Education, 137, 51-60.
  11. Cvencek, D., Meltzoff, A. N., & Greenwald, A. G. (2011). Gender Differences in Mathematics Achievement: Exploring the Early Grades and High School. Social Psychological and Personality Science, 2(2), 380-386. https://doi.org/10.1177/1948550610389348
  12. Department of Education (2018). Senior High School Program. Retrieved from www.deped.gov.ph Department of Education (August, 2016). K to 12 Curriculum Guide in Mathematics Grades 1 to 10. Retrieved from https://www.deped.gov.ph/wpcontent/uploads/2017/02/Mathematics-CG.pdf
  13. Dincer, E. M., & Osmanoglu, A. (2018). Dealing with metric unit conversion: An examination of prospective science teachers’ knowledge of and difficulties with conversion. Science Education International, 29(3), 174-182. Education for All (n.d.). The role of ethnomathematics in mathematics education in Papua New Guinea: implications for mathematics curriculum. Directions: Journal of Educational Studies, 24(1), June.
  14. Ferla, J., Valcke, M., & Schuyten, G. (2010). Judgments of self-perceived academic competence and their differential impact on students’ achievement motivation, learning approach and academic performance. European Journal of Psychology of Education, 25(4), 519–536. https://doi.org/10.1007/s10212-010-0030-9 [Crossref], [Web of Science ®], [Google Scholar] Field, A. (2009). Why Do So Many Students Hate Statistics and What Can Be Done About It? Journal of Statistics Education, 17(2), 1-19. https://doi.org/10.1080/10691898.2009.11889545
  15. Flores, M. A., Tavares, J., & Rodrigues, C. (2020). Understanding the factors influencing students' satisfaction with online courses: A structural equation modeling study. Education Sciences, 10(6), 165.
  16. Ice, P., Curtis, R., Phillips, P., & Wells, J. (2007). Using asynchronous audio feedback to enhance teaching presence and students’ sense of community. Journal of Asynchronous Learning Networks, 11(2), 3-25. Janse, B. (2020). Transformative Learning Theory (Mezirow). Retrieved [insert date] from Toolshero: https://www.toolshero.com/personaldevelopment/transformative-learning-theory/
  17. Johnson, R. (2020). Student Satisfaction and Engagement in Online Distance Learning. Educational Technology Journal, 32(4), 123-135. Johnson, R. A., & Brown, C. D. (2020). Exploring the relationship between socio-economic status and online learning experiences. Online Education Journal, 15(2), 123-137.
  18. Judi, H. M., Ashaari, N. S., & Wook, T. (2011). Students profile based on attitude towards statistics. Procedia - Social and Behavioral Sciences, 18, 266-272. https://doi.org/10.1016/j.sbspro.2011.05.038
  19. Lee, S. (2017). Gender Differences in Online Learning Preferences. International Journal of Educational Technology, 21(3), 67-78.
  20. Leo A. Mamolo & Shalom Grace C. Sugano | Sammy King Fai Hui (Reviewing editor) (2020) Self-perceived and actual competencies of senior high school students in General Mathematics, Cogent Education, 7:1, DOI: 10.1080/2331186X.2020.1779505
  21. Matang, R. (2002). The role of ethnomathematics in mathematics education in Papua New Guinea: implications for mathematics curriculum. Directions: Journal of Educational Studies, 24(1), June. Moore, D. S. (1995). The Place of Statistics in the Curriculum. In: The Role of Statistics in Business and Industry. Springer, New York, NY. https://doi.org/10.1007/978-1-4612 2552-6_1
  22. NCTM (2000). Principles and standards for school mathematics. Reston, Va: National Council of Teachers of Mathematics. Northwestern College, Iowa NWCommons Master's Theses & Capstone Projects Education Summer 2019 Number Sense and the Effects on Students’ Mathematical Success Macy Jean Baker
  23. Oliveira Júnior, A. P., Zamora, P. R., Azevedo de Oliveira, L., & Costa de Souza, T. (2018). Student’s attitudes towards probability and statistics and academic achievement on higher education. Acta Didactica Napocensia, 11(2), 43–56. https://doi.org/10.24193/adn.11.2.4
  24. Radford, L. (2000). Signs and meanings in students’ emergent algebraic thinking: A semiotic analysis. Educational Studies in Mathematics, 42, 237–268.
  25. Sax, L. J., Kanny, M. A., Riggers-Piehl, T. A., Whang, H., & Paulson, L. N. (2015). Mathematics Gender Gap: The Role of Proportions of Females and Group Size. American Educational Research Journal, 52(4), 669-693. https://doi.org/10.3102/0002831215583802
  26. Smith, J. K., Johnson, L. M., & Williams, M. R. (2019). Perceptions of online learning among students from different socio-economic backgrounds. Educational Technology Research, 42(4), 321-336.
  27. Smith, J., Johnson, K., & Anderson, M. (2019). The Role of Satisfaction in Online Distance Learning. Journal of Online Learning and Teaching, 25(1), 32-45.
  28. Zhang, W., & Zhang, Q. (2010). Ethnomathematics and its integration within the mathematics curriculum. Journal of Mathematics Education, 3(1), 151-157.

Tools


Copyright © 2026  KITE Digital Educational Solutions |  Exclusively distributed by CE-Logic