WESTERN COLLEGES, INC.

Naic, Cavite

PERCEIVED LEVEL OF EFFECTIVENESS OF TEACHING MATHEMATICS

ONLINE AMONG THE JUNIOR HIGH SCHOOL STUDENTS OF

MADDALENA STARACE SCHOOL: TOWARDS A SET OF GUIDELINES

FOR ONLINE TEACHING IN MATHEMATICS

A Thesis Presented to the

Faculty of the School of Education,

Western Colleges, Inc. Naic, Cavite

In Partial Fulfillment of the Requirement

for the Course, Educational Research (Educ. 113)

Sr. Mary Cris P. Tandoc, CSSM

May, 2022
 CHAPTER I

THE PROBLEM AND ITS BACKGROUND

1.1 Introduction

Ancient Chinese saying stated, “I listen, and I disregard; I see, and I

keep in mind; I do, and that I learn.” They say mathematics is not a spectator

sport, however by demonstrations, it may be done. What comes into your

intellect once you listen to the word “online teaching”? Is it helpful for students

engaging in Math? On-line learning may be a sort of distance learning or

distance education, that has long been a section of the northern education

system, and it's become the most important sector of distance learning in

recent years (Bartley & Golek, 2004; Evans & Haase, 2001). The Math,

Science, and Technology standards square measure the drive for our

instructional system nowadays. Our national government has recognized the

importance of Mathematics and also the integration of technology in our gift

school rooms (Duncan, 2011).

Traditionally, Mathematics has been instructed to use exceptionally

coordinated approaches and techniques. The educator clarifies the strategy to

fathom an issue and the students use pencil and paper to solve the problem.

To stay aligned with the academic standards, our teachers should be ready to

teach Mathematics using numerous techniques and different method or

strategies online to achieve our learners’ goals. Online learning has become

an important component in education, and it is believed to provide unique

advantages in the learning process (Appana, 2008; Dolence & Norris, 1995;

Katz, 1999; Shopova, 2014).

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 Online education has been defined as a kind of distance education

since all instructions and assessments are executed using internet

(Pacciano,2011). Before applying such an approach, a key factor should be

taken into consideration, which is how ready students are to be engaged in an

online context. Thus the researcher desires to determine the effectiveness of

online teaching in Mathematics to the millennial students. This will help the

researcher identify other effective online strategies in teaching the subject,

making it more convenient to both teacher and learners.

To get the level of effectiveness of online teaching, some of the

questions appear aim to find out what are the media or tools used for online

mathematics teaching, to identify the obstacles faced by the students when

participating in online learning and etc. Thus, the researcher has an

assumption of having low effectiveness of Online teaching in Mathematics.

Therefore, in many countries, instruction has begun to shift from traditional or

face-to-face classroom settings to online learning environments. In a twenty-

first-century room, teachers should integrate technology and non-traditional

methods once teaching Math to fulfill the wants of our national and regime

academic standards. 

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1.2 Background of the Study

The researcher familiarizes both previous theory and research, and so

the laws to occupy the place in the development discipline. It allows her to

have research by clarifying the problem and understand various aspects and

scope of the research thoroughly. This chapter includes the legal bases,

literature, and studies with relevant implications to the present study.

In any case, a variety of alternative approaches to Mathematics have

surfaced from several different directions. The dynamic nature of

the student population, advancements in technology and a deficient number

of traditional universities have created on-line courses well known worldwide.

Mathematics is often not the foremost most popular subject among students

in America, whether or not it's at the elementary, intermediate, or secondary

level (Lach & Sakshaug, 2005).

The intent of this culminating project is to explore the employment of

best methods that area unit effective towards the student’s accomplishment in

Mathematics. Teaching methods that were mentioned embrace in establishing

teachers’ presence and social presence. These methods excite and have

students interaction within the learning method; therefore each student’s

accomplishment and motivation can improve.

The current condition is urgent for innovation and adaptation related to

the use of available technology to support the learning process, Ahmed, M.

Shehata, and M. Hassanien 2021. It is defined as a knowledge transfer

1
experience using video, audio, images, text communication, software and with

internet network support. Some platforms in applications, websites, social

networks and Learning Management Systems (LMS) can be used to support

online learning activities Gunawan, N. M. Y. Suranti, Fathoroni, 2020.

As the use of online education continues to increase, there is a strong

sense of urgency to understand student learning in this new environment

(Picciano, 2002). Research has provided evidence for the importance of

learning strategies in the traditional classroom but has yet to examine what

strategies are important and useful in the online learning classroom

(Weinstein et al., 2000).

From Malipot (2021), CHED said that Flexible Learning is a “learner-

centered approach that is deeply-rooted in the needs of the students” which

should provide them with “most flexibility” while learning through the use of

digital and non-digital tools. To ensure the safety of students and faculty, most

HEIs are holding online classes as among the learning delivery modalities

under flexible learning.

1.3 Theoretical Framework

For the purpose of this research a new model was elaborated

integrating two basic theoretical frameworks: The Community of inquiry (CoI)

for online learning environments developed by Garrison et al. (1999); and the

Online collaborative learning (OCL) theory proposed by Linda Harasim

(2012). Community of inquiry CoI model is one of the most popular models for

blended and online courses that are designed as active learning environment
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where learning occurs through the interaction among three elements: social,

cognitive, and teaching presence Garrison and Arbaugh (2007). Although

social and cognitive presences are required, the creation of a learning

community can occur only through effective teaching presence. Teaching

presence (what the teacher does) may have a signiϐicant impact on cognitive

presence (level of student thinking and understanding) but it has yet to be

empirically demonstrated Garrison et al.(2010).

The second model adapted is the Online Collaborative Learning (OCL)

model proposed by Linda Harasim (2012) that focuses on the facilities of the

Internet to provide learning environments that foster collaboration and

knowledge building. OCL is a form of constructivist teaching that takes the

form of instructor-led group learning online. In OCL, students are encouraged

to collaboratively solve problems through discourse instead of remembering

correct answers.Harasim believes that the teacher is critical to this knowledge

construction, not only through facilitating the process and providing resources

to the group, but also through ensuring that the core concepts and practices

of the subject domain are fully integrated. The teacher is here understood to

be a representative of the knowledge community or subject domain under

study.

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 1.4 Paradigm of the Study

Input Process Output

*Learner’s Profile

 Age Perceived level of

SurveysQuestionnaire
 Gender through an online effectiveness in
 GPA in Mathematics platform, Google forms. teaching
subject Mathematics online.

*Perceive level of Effectiveness

 Instructional and learning Set of guidelines for

strategies online teaching in
mathematics.
 Media tool
 Obstacles face
 Attitude towards the
subject

* Relationship of the perceived

level of effectiveness and
students’ GPA

Paradigm of the study perceived level of effectiveness of teaching

mathematics online answered by the Junior High School students of
Maddalena Starace School.

From the paradigm observed above it is shown that the main purpose

of this study is to discover the perceived level of effectiveness among the

students taking the Mathematics subject in the online class. From their profile

it will be a way to assess the diversity of these level of effectiveness based on

their perspectives. Nevertheless, the gathered results will serve as an

instrument for the researcher to determine the affectivity of teaching

mathematics subject online.

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1.5 Statement of the Problem

The main purpose of this study is to determine the perceived level of

effectiveness of online teaching in Mathematics. Specifically, the research

study sought to find answers to the following questions:

1. What is the demographic profile of the students in terms of:

1.1 Age

1.2 Gender

1.3 GPA in Mathematics subject?

2. How effective does teaching mathematics online according to the students’

perception based on:

2.1 Instructional and learning strategies Is there a significant relationship in

the perceived level of effectiveness in online learning of the mathematics

subject when analyzed based on the Mathematics GPA of the respondents?

2.2 Media tools

2.3 Obstacles faces

2.4 Attitude towards the subject?

3. What is the perceived level of Effectiveness of teaching Mathematics

online based on the respondents?

4. What are the set of Guidelines for teaching mathematics online?

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1.6 Assumptions and Hypotheses

The study tested the following Null Hypotheses:

1. The students in Maddalena Starace School have poor level of Perceptions

with regards to the Effectiveness in teaching Mathematics online.

2. There is no significant relationship on the level of effectiveness in teaching

Mathematics online as perceived by students with the students’ GPA.

1.7 Scope and Delimitation of the Study

The scope of this study is the generalization of study results limited to

the fifty selected Junior High School students of Maddalena Starace School

enrolled in the School Year 2020-2021. Located at Calibuyo, Tanza, Cavite.

1.8 Significance of the Study

The improvement of the strategies in online teaching can yield the way

of producing better learning. With this, students are able to improve their

academic performance and standings. If the level of effectivity of teaching

Mathematics online meet the average or its highest point, then there can be a

lesser reports of students’ low performance in Mathematics within the school

vicinity in which probably the institution benefited out of it. It aims to improve

the performance and skills of both the teacher and student. This study could

show the importance of strategies of teaching Mathematics in an online

classroom environment of high school students.

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1.9 Definition of Terms

For classification, the terms operationally used in this study are defined

as follows:

Eliademy - a digital learning environment for course creation in universities,

colleges, etc. via way of means in which educators can use this platform to

create their web-based classroom to educate students online.

Open Distance Learning - refers to the merger of two concepts, that of open

learning and distance education.

Online education - a kind of distance education since all instructions and

assessments are executed using internet.

Online instructional strategies - refer to the methods and approaches that

guide the organization of learning activities, course content, and student

engagement in online courses.

On-line learning - a sort of distance learning or distance education that has

long been a section of the northern education system, and it becomes the

most important sector of distance learning in recent years.

Online pedagogy - A set of prescribed methods, strategies, and practices

for teaching academic subjects in an online (or blended) environment, where

students are in a physical location separate from the faculty member and/or

other students.

Perception - is the process of receiving stimuli (objects, qualities,

relationships between symptoms, and events) until the stimuli are realized

and understood.

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RA no. 11448 - An Act Expanding Access to Educational Services through

the Establishment and Administration of Transnational Higher Education, and

Appropriating Funds.

Virtual Learning Environments - a supplementary tool for motivating and

empowering independent learning and innovative teaching

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 CHAPTER II

REVIEW OF RELATED LITERATURE

2.1 Related Legal Bases

In Republic Act No. 10650, s. 2014 also known as “Open Distance

Learning Act,” Under RA 10650, open distance learning in the Philippines for

higher educational institutions (HEIs) and technical-vocational courses have

the goal of providing accessible, quality education through the use of open

educational resources (OER) and delivery of learning materials via print,

audio-visual, electronic/computer and virtual classrooms, and face-to-face

sessions.

With this law, it is declared that Distance education merely attributed to

the success of learning in which students and teachers are physically

separated from each other under this regulation. It is a student-centered,

mentored independent study approach that employs excellently teaching and

learning method to deliver well-designed learning materials in a variety of

formats. It's also known as global learning, online learning and flexible

learning. However, while online learning presents many benefits, such

advantages are limited by access to technology. Thus, CHED has clarified

that flexible learning does not strictly refer to pure online systems. Flexible

learning may involve other methods and learning materials that are not

internet dependent, such as take-home activities and learning packets.

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This fulfils an “Act Expanding Access to Educational Services Through the

Establishment and Administration of Transnational Higher Education, and

Appropriating Funds” Republic act no. 11448 s. 2019 Section 6( g and h),

under the Types or Modes of TNHE - wherein it is stated that:

1. Online, blended, and distance learning, which refers to a program

delivered across an international border. The delivery medium is

typically online, but distance learning can be delivered or conducted by

post or mobile phone. The online component of the program can range

from zero percent (0%) to one hundred percent (100%). A program,

which is partly online and face-to-face, is blended; and

2. Open Distance Learning (ODL), which refers to the merger of two

concepts, that of open learning and distance education. It is a system

which combines the methodology of distance education with the

concepts of open learning and flexible learning. Distance instruction

may be delivered by post or mobile phone.

Students spend most of their time at home with or without presence of their

parents or guardians during online class. While the first responsibility of the

teacher maybe academic, the job does not end there. Thus, the teacher shall

be creative enough and provide various online teaching strategies in order to

feed and satisfy the student’s mind in a certain subject area for continuous

learning progress.

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2.2 Related Foreign Literature

Learning is an active process that requires student participation,

engagement and involvement in the learning process. Along the way, the

teaching and learning environment has changed from face ‐to ‐face mode in a

traditional classroom to online mode in a virtual classroom to a combination of

both in a hybrid learning mode. Existing studies showed little to no significant

differences in the effectiveness of the different learning modes and students’

perceptions of these learning modes, namely the traditional, online and hybrid

modes (Burns, Duncan, Sweeney, North & Ellegood, 2013). Vernadakis,

Giannousi, Tsitskari, Antoniou, and Kioumourtzoglou (2012) also found mixed

results in comparing students’ satisfaction with the traditional and the online

learning modes. However, studies comparing students’ satisfaction in the

traditional learning mode and the blended learning mode are found to be

limited. Still, the few existing studies showed conflicting outcomes (e.g.,

Larson & Chung‐Hsien, 2009; Melton, Graf & Chopak ‐Foss, 2009).   

In the Journal of Distance Education, The Effectiveness of Online

Paired Mentoring for Beginning Science and Mathematics Teachers by Linda

Simonsen, Jennifer Luebeck, Lawrence Bice (2009),the online mentoring

version is the secure haven, it presents for discussing touchy issues. Private

paired dialogue allows a robust bond that links mentees, their mentors, and

the classrooms wherein they teach. With the consolation supplied with the aid

of using distance, they're free to speak effectively about frustrations with

administrators, colleagues, and parents, in search of the recommendation of

professionals or actually venting feelings with no worry of retaliation.

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 Furthermore, the disciplinary area of arithmetic has additionally seen

large changes. Many instructors and educators had been inspired to attempt

new teaching techniques primarily based totally on innovation that allow such

provisions as online support. However, teaching Mathematics isn't always

arithmetic itself, on this context, teaching and studying has a best friend in

online education as a thought device on this way allow to better capture,

visualize, and manipulate the hidden process. The opportunity in online

mathematical training in recent times is valuable and the decision is open to

innovation: In a book, Teaching Mathematics Online, Emergent Technologies,

and methodologies by Elena Barbara ( 2010).

Additionally, it might be too smooth altogether to leap on the online

learning style or to push aside it as a fad to be able to pass away (and come

lower back as many educational fads have been regarded to do). Overall,

there is strong proof to indicate that online learning is at least as effective as

the traditional format; however, the proof is, through no means, conclusive.

Online learning is a tale. This is still being written, and the way it progresses

will probably rely on those present. From MERLOT Journal of Online Learning

and Teaching, “The Effectiveness of Online Learning: Beyond No Significant

Difference and Future Horizons” Tuan Nguyen (2015).

However, Yang International Journal of STEM Education (2017)said

that instructional strategies and course design for teaching statistics online:

perspectives from online students according to the students’ reflections,

instructional strategies such as case studies, video demonstration, instructor’s

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notes, mini projects, and discussion forums were among the most effective

instructional strategies.

Learning strategies that can be applied include explanations of

concepts, problem-based learning, problem-solving and case discussions.

This learning strategy is supported by multimedia technology and internet-

based, namely video tutorials, discussion of material and examples of online-

based cases and online discussion forums. From International Research

Journal of Engineering, by Gede Made Karma a, I Ketut Darma b,and I Made

Anom Santiana c (2019).

In connection to the statement above, the Journal of Educators Online,

“Creative and Innovative Online Teaching Strategies: Facilitation for Active

Participation” by Sharoff, Leighsa ( 2019,) mentioned that Facilitating an

online course in today’s student population requires an educator to be

innovative and creative and to have an impactful online presence. In the

current online learning environment (also known as e-learning), keeping

students’ thoughtfully engaged and motivated while dispensing the required

course content necessitates faculty enabling a safe, non-judgmental

environment whereby views, perspectives, and personal and professional

experiences are encouraged. The educator must exhibit an educator-

facilitated active, student-centered learning process, whereby students are

held accountable for their active participation and self-directed learning while

balancing a facilitator role to further enhance the learning process.

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2.3 Related Foreign Studies

The online learning or e‐learning mode has been a major trend in

higher education (Yen & Lee, 2011). The most recognized advantage of

online learning is convenience especially in terms of time, flexibility and

accessibility (Callaway, 2012). This is particularly relevant to the adult

learners who are unable to access a traditional classroom education (Ilgaz &

Gulbahar, 2015). In addition, an online learning environment allows more

interaction in a virtual learning environment, and both horizontal (i.e., peer ‐to ‐

peer) and vertical (i.e., student‐to‐instructor) communication at the same time

(Schwartz, n.d.). Hence, students are found to be more collaborative and

reflective, and are better able to apply the acquired knowledge.

In the review of literature of Krishnan, 2016, Scida and Saury (2013)

pointed out that the success of any hybrid course otherwise known as

blended courses depends on two factors. The first, online activities and the

use of computer should be realistic in the topics that allow concrete and

positive use of technology. Second, students must take more responsibility

over their learning by reading the materials provided prior to the lessons. In

particular, the online activities should provide students with opportunities to

communicate effectively with their instructor, promote active learning, and

allow application of knowledge and effective student interaction (Dell, Law, &

Wilker, 2010). Additionally, instructors should understand the learning process

well and be skilled in designing online instruction. They must also be able to

facilitate higher order thinking skills through problem ‐based activities (Dell et

al., 2010).

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 The study conducted by Ugur, Akkoyunlu, and Kurbanoglu (2011) on

university students’ perceptions of blended learning showed that the students

gave highly positive opinions. The students found that blended learning is an

easy and effective way to understand the lessons, provides them with

opportunities to participate in forum discussions and enable them to

remember most of the lesson contents without memorization. According to

Vernadakis et al. (2012), although literature shows that blended learning has

positive influence on learning, the disadvantage of the blended learning mode

did not go unnoticed. In comparing the traditional and the online mode,

different opinions have been observed. In their own study, Vernadakis et al.

(2012) found the students to be more satisfied with the blended learning

environment. Thus promotes a higher result of effectivity in the learning

process.

On the other hand, lack of student discipline and low retention rates are

some of the disadvantages of online learning (Cole, Shelley, & Swartz, 2014).

The structure, delivery method and monitoring system of an online learning

environment need to be carefully thought out in order to manage technical

problems, feelings of isolation and lack of classroom contribution among the

students (Schwartz, n.d.). Online learning in higher education also results in

dissatisfaction among students caused by ICT ‐related high frustration levels,

lack of interaction, feelings of isolation and unclear course expectations

(Callaway, 2012; Yen & Lee, 2011). Ilgaz and Gulbahar (2015) too agree that

online learning creates dissatisfaction in those students who lack ICT skills

and have low level of perceived self‐efficacy.  

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 In online learning activities, the most important thing needed is the

readiness of educators / teachers and students to interact online by utilizing

existing technologies. The current condition is urgent for innovation and

adaptation related to the use of available technology to support the learning

process, Ahmed, M. Shehata, and M. Hassanien 2021. It is defined as a

knowledge transfer experience using video, audio, images, text

communication, software and with internet network support. Some platforms

in applications, websites, social networks and Learning Management Systems

(LMS) can be used to support online learning activities Gunawan, N. M. Y.

Suranti, Fathoroni, 2020.

Infrastructure that supports free online learning through various

discussion rooms such as Google Classroom, WhatsApp, Smart Class,

Zenius, Quipper and Microsoft. These various services can be used in

accordance with the learning model carried out, such as discussions,

presentations, and assignments. For example, Whatsapp Group can be used

for a light discussion by having an opinion through sending messages,

pictures, voice messages, to videos. If you need a face to face discussion like

meeting in person, Google Meet and Zoom can be used for video or audio

conference. In addition, the provision of learning materials can also be

conveyed by using videos on Youtube to using e-modules and so on. After

that, learning activities definitely require evaluation which is usually done by

giving independent assignments to written tests. Platforms that can support

independent assignment activities to a place for collection are like Google

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Classroom. Meanwhile, online services that can be used to evaluate learning

in the form of tests are questionnaire platforms such as Google Form, Kahoot,

Quizziz, and so on.

The online learning services used must be in accordance with the

online learning model carried out by the teacher. It is intended that the online

service function is fully utilized to fully support learning activities, so that

learning materials can be conveyed properly and effectively.

One study done at MAN 1 Trenggalek, especially in Mathematics with

interest. Based on the results of an interview with one of the Mathematics

Interests subject teachers class X Mathematics and Natural Sciences at MAN

1 Trenggalek in mid-March 2020, the online learning process on vector

material was carried out using several platforms including YouTube,

Whatsapp Group, and Google Form. The teacher does not make the video

himself directly but looks for videos that are already on YouTube that suitable

to the teaching material. Whatsapp group for discussion or strengthening

related to teaching materials that do not understand. Google Form for a

means of evaluating learning achievement. With this online learning system, it

is necessary to have students’ perceptions in mathematics online learning.

Perception is the process of receiving stimuli (objects, qualities,

relationships between symptoms, and events) until the stimuli are realized

and understood. According to the Big Indonesian Dictionary (KBBI),

perception is a response or direct acceptance or absorption, or the process of

someone knowing things through their five senses. Perception measurement

needs to be done to find out the response, acceptance or views of a certain

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community or group on something. The response became an evaluation

material and reference material in order to improve the online learning

process in Mathematics of Interest at MAN 1 Trenggalek. Various students'

perceptions about mathematics will have an impact on mathematics learning

achievement I. D. Saputra and A. Syafik, (2016).

As the use of online education continues to increase, there is a strong

sense of urgency to understand student learning in this new environment

(Picciano, 2002). Research has provided evidence for the importance of

learning strategies in the traditional classroom but has yet to examine what

strategies are important and useful in the online learning classroom

(Weinstein et al., 2000). Although students in online courses are implementing

many of the same strategies as their counterparts in traditional classrooms,

there has been little evidence to show what strategies are most useful in this

new environment and how some strategies may translate to a new learning

environment (Kauffman, 2004).

Understanding what is important for success in online educational

environments is vitally important to the success of online education. The

current research implies that with strategy education, success rates for

students in online developmental courses will increase. With the inclusion of

specific learning strategy education embedded within the course work,

students can better use these powerful tools to improve their learning. The

results of the current study provide insight into the importance of

understanding learning strategy use and education in the developmental

online education setting to ensure student success.

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 Bonk and Dennen (2003) revealed in the study, Online instructional

strategies refer to the methods and approaches that guide the organization of

learning activities, course content, and student engagement in online courses.

Posting self-introduction videos at the beginning of an online class so that

participants may feel that they know their peers better is an example of an

instructional strategy, Swan, K. (2003).

Similarly, in line with numerous researchers, (Bourne & J. C. Moore,

and Needham), told us that online environments support learning outcomes

that might be commonly equal to the ones resulting from traditional, face-to-

face instruction. On the alternative hand, the studies indicate that particular

traits of the medium may also afford and constrain specific varieties of gaining

knowledge. Such affordances and constraints, in turn, endorse positive

strategies and approaches that would beautify the gaining knowledge of the

effectiveness of online instruction.

In addition from the study of Ariyanti and Santoso (2020,) stated that

obstacles faced by students when participating in online learning

are non-smooth signals, limited quota, the teacher directly gives questions

without any material explaining how to solve problems so that students do not

understand the material, and feel disturbed by noise in the home environment;

Media used in online learning, namely Whatsapp (WA), Google Classroom

(GC), Zoom, E-learning schools, and e-mail are effective and mostly tools in

online learning.

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 In keeping with Martin, F. & Bolliger, D.U. (2018). Engagement matters:

Student perceptions of the significance of engagement strategies in the online

learning environment, confirms the importance of all 3 styles of engagement

strategies in online learning, particularly learner-to-instructor engagement.

This reinforces the belief that institutions need to layout and supply engaging

getting-to-know studies for students to reach online learning. Instructor

facilitation is crucial; hence, instructors need to have strategies for time

management and engaging discourse.

Moreover, in their review of the literature of teacher self-efficacy in

online education, Corry and Stella (2018) indicated that researchers agree

that online and face-to-face education have different contexts and warrant

examining teacher self-efficacy for online education.

According to Misha Chakraborty (2017) on the Learner Engagement

Strategies in Online Class Environment stated that instructor’s perspectives,

viewpoints, experiences and expertise can reveal useful strategies for online

student engagement.

Lastly, from COVID-19: Strategies for Online Engagement of Remote

Learners by Zayabalaradjane, Z.(2020). These online engagement strategies

if applied for teaching, learning and assessment purposes will help our

learners to continuously involve themselves in the learning process and will

also foster good study habits in them without compromising their professional

attitudes. All these require faculty involvement, identification of appropriate

digital learning platforms, designing of educational activities and proper

planning and scheduling of activities based on the proposed learning

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experiences and expected learning outcomes. These strategies will help any

higher education institution to effectively overcome the educational crisis that

emerges at times of situation like lockdown due to public health emergencies

or any other disaster for this matter.

2.4 Related Local Literature

In one of the article of Newsbytes.PH, published on September 28,

2020, Sen. Grace Poe has urged the Department of Education (DepEd) to

heighten crucial partnerships with Telcos and the private sectors to enable

indigent learners to equally benefit from online learning. “Our poor students

across the country should be given the opportunity as well to participate in

online classes instead of merely being confined to printed modules. They

must not be daunted or impeded by sheer lack of basic access.” Poe said.

In one of the article of Philstar E-Magazine, published on March 2021,

Alain Del Pascua, Education Undersecretary for Administration, said that the

growing capability and expertise in distance learning started in earnest during

the pandemic would also address the persistent problem of classroom

shortage that is expected to again crop up when face-to-face classes resume

post-pandemic. “We need to master distance learning now, making all the

necessary improvements and perfecting our processes for the DepEd

Commons, DepEd TV, DepEd Radio, the DepEd Learning Management

System, the DepEd Mobile App, and others.” Pascua said in a speech at the

first-ever Asia Pacific Public Sector Digital Summit.

From Malipot (2021), CHED said that Flexible Learning is a “learner-

centered approach that is deeply-rooted in the needs of the students” which

1
should provide them with “most flexibility” while learning through the use of

digital and non-digital tools. To ensure the safety of students and faculty, most

HEIs are holding online classes as among the learning delivery modalities

under flexible learning. However, this mode also poses challenges to

professors in various private HEIs and State Universities and Colleges

(SUCs).

2.5 Related Local Studies

Typical learning usually takes place within the classroom setting and

having face-to-face interactions with their teachers. But when typhoons,

floods, calamities, and different emergencies come in, what can teachers do

so as now no longer to compromise learning? Effectiveness of an Online

Classroom for Flexible Learning by Christopher DC. Francisco and Marites C.

Barcelona (2020), concluded that in times of calamities, educators and other

institutions may also consider the usage of Eliademy in order not to

compromise classes or even in an everyday routine. Eliademy is a digital

learning environment for course creation in universities, colleges, etc. via way

of means of which educators can use this platform to create their web-based

classroom to educate students online. Doing this may promote schools’

learning management system (LMS) which is required by the different

accrediting agencies (e.g. PAASCU, PACUCOA, ISO).

On the other hand, Nicette N. Ganal & Marissa R. Guiab (2020)

Teaching Strategies and Social Support on Students’ Mathematics

Achievement, Attitude, and Anxiety, results revealed that teaching strategies

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and teachers’, parents’, and peers’ support to the respondents are very

satisfactory and moderately satisfactory correspondingly. The achievement

and attitude of respondents towards Mathematics is satisfactory, while the

tension level is moderately satisfactory. The teaching strategies are predictors

of achievement and attitude. Hence, teachers ought to constantly enhance

students’ abilities, attitudes, and conduct in quantity-related courses.

Consequently, studies on exploring the student’s self-efficacy, parents’, and

teachers’ attitudes towards Mathematics among students in selected

secondary schools of Division of Isabela, Philippines may be pursued. A

training program on strategies for reinforcing the teachers’ talents in

promoting their intellectual and social assist abilities could also be designed

and implemented.

Utilizing Virtual Learning Environments as a supplementary tool for

motivating and empowering independent learning and innovative teaching is

becoming a crucial part of a 21st century education. Mark Angelo S. Enriquez

(2014) in Students’ Perceptions on the Effectiveness of the Use of Edmodo as

a Supplementary Tool for Learning, concluded Edmodo is a good

supplementary tool for learning because it allows students to improve their

learning through an active participation in online discussions and tasks.

However, there are still limited researches in the Philippines about the impact

of using Virtual Learning Environments as supplementary tools for learning.

Amidst the risk of COVID-19 pandemic within side the Philippines, the

educators, students, and the school are nevertheless coping and adjusting to

the gap learning education.(Lapada Aris Alea,Miguel Frosyl Fabrea ,Robledo

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Dave Arthur, and Alam Zeba Farooqi, 2020) of their studies study “Teachers’

Covid-19 Awareness, Distance Learning Education Experiences and

Perceptions toward Institutional Readiness and Challenges” encouraged so

as to prevent the second wave of the pandemic, it's miles recommended with

the aid of using this study that the colleges should choose distance learning

for the coming school year together with providing teachers' capability building

for distance learning education. Likewise, investing in the facilities and

equipment needed for distance learning is a first-rate idea to enhance the

institution's capability in handing over distance learning to the students.

Effective teaching requires flexibility, creativity, and responsibility in

order to provide an instructional environment able to respond to the learner’s

individual needs. Tomlinson (2001 in Tulbure, 2012) puts it beyond the

experiential evidence that pervasive uniformity in teaching fails many learners.

There is a reason in both theory and research to support a movement towards

an instruction attentive to students’ variance manifested in at least three

areas: the student’s readiness, interest, and learning profile. Nowadays, one

of the challenges in teaching-learning process is knowing the most effective

teaching approach and strategies that are also in line with the learning styles

of the students.

CHAPTER III

RESEARCH METHODOLOGY

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 This part of the research features a discussion of research design,

study population, research instruments, data collection methods and analysis.

3.1 Research Design

To collect information, and to ensure that the study findings were

consistent with the respondents’ experiences, this study was conducted in a

quantitative approach.

This study is quantitative research and applies descriptive-correlational

design in order to determine the level of Effectiveness in teaching

Mathematics online in the Junior High School students of Maddalena Starace

School, S.Y 2021-2022, and to identify the set of guidelines for teaching Math

online.

The researcher analyzed statistically and numerically the data collected

through the questionnaire which is the instrument of the study after verifying

and ensuring its reliability and validity from the professors and experts to find

the required answer to the research question.

3.2 Locale of the Study

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 The selected respondents in this research were the Junior High School

students of Maddalena Starace School in the 7th to 10th grade. To answer

the study question, a Purposive Sample of 50 students was selected from this

sample, and it provides an opportunity for all members of the study population

to be representative within the equal research sample, without prejudice or

direct intervention from the researcher. Purposive Sampling was chosen for

two reasons:

1. The researcher has knowledge of the respondent’s population in

Maddalena Starace School.

2. There was uniformity among the members of the respondent population

because they all have Mathematics subject.

3.3 Research Instruments

To capture the level effectiveness in Mathematics subject, students

may perceived when studying through the online approach, a five-point Likert-

scale questionnaire was used. The response scale for the questionnaire was

translated from verbal to quantitative scale by giving each answer category

“Very Effective” five degrees, the “Effective” category four degrees, the

category “Moderately Effective” three degrees, the category “Slightly

Effective” two degrees, and the “Not Effective” category one degree. After the

survey, data were encoded in a software platform called IBM’s Statistical

Package for Social Sciences (SPSS) version 26, and Microsoft Excel to get

the result.

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3.4 Data Gathering

Due to the pandemic situation, the content from Chapters 1 and 2 were

processed in a discreet and methodical manner. The researcher coordinated

with the respective Research adviser to validate and properly structure the

statement of the problem, hypotheses, and related literature.

However, due to the inability to perform a face-to-face survey because

of the COVID-19 pandemic, questionnaires were distributed through the use

of Google Forms. The questionnaire is formatted in a 5-point Likert Scale of

Frequency. Each question requires an answer and students are only allowed

to pick one response per row in order to prevent confusion.

3.4 Statistical Treatment

The research data were analysed using descriptive and correlational

statistics. The statistical analysis used was the relative percentage and central

tendency in the mean. However, the Pearson correlation coefficient of items

with domains and with the entire questionnaire was calculated to identify the

relationship of the level of effectiveness in teaching Math online with the

Students’ General GPA. The data that the researcher will gather from the

respondents who responded to the questionnaire will be combined or tally.

Pearson’s Correlation Coefficient measures the significant relationship

between the level of Effectiveness of teaching Mathematics online according

to the students’ perceptions to the academic performance of the students. The

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grades of the students were evaluated using the following descriptors

according to DepEd No.44 series of 2015 below:

Table 1. Descriptors, Grading Scale, and Remarks

DESCRIPTOR GRADING SCALE REMARKS

Outstanding 90-100 Passed

Very Satisfactory 85-89 Passed

Satisfactory 80-84 Passed

Fairly Satisfactory 75-79 Passed

Did Not Meet Expectations Below 75 Failed

Table 2. Scale, Mean Range and Verbal Interpretation of the Students’

Perception

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 Table 3. Interpretation of Average Score of Students’ Perception

Category Average Score

3.50 - 5.00
High
2.50 - 3.49
Middle
Lower than 2.49
Low
The standard table for interpretation of the Pearson’s Correlation Coefficient is stated

below:

Table 4. Rule of Thumb for Pearson’s Correlation Coefficient

Table 5. Rule for p-Value

p- value Interpretation

P > 0.05 Accept null hypothesis

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 P ≤ 0.05 Reject null hypothesis

CHAPTER IV

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA 

This chapter focuses on the presentation, analysis, and interpretation

of obtained data, categorized based on the results of the statistical treatment

advised. This chapter is the climax and the stepping stone to attaining a

solution to the problem of this study as stated in Chapter 1.

Demographic Profile of the Respondents

Table 6. Age of the Respondents

AGE f PERCENTAGE
11 3 8%
12 4 10%
13 10 25%
14 6 15%
15 7 18%
16 8 20%
17 1 3%
18 1 3%
TOTAL 40 100%

This table depicts the respondents Age. The 25% of the respondents

ages 13 years old, with the frequency of 10. While ages 17 and 18 garners

3% of the total respondents which counts 1 respondent each.

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 Table 7. Gender of the Respondents

GENDER f PERCENTAGE
%

Female 21 52%

Male 19 48%

TOTAL 40 100%

This table demonstrate the gender of the respondents. It consists 21

Female with 52%, and 19 Male respondents with 48%. A total of 40

respondents all in all.

Table 8. Mathematics GPA Descriptors, Frequency, and Percentage of

the Respondents

DESCRIPTOR f PERCENTAGE
%
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 Outstanding (90-100) 12 30.00%

Very Satisfactory (85-89) 11 27.50%

Satisfactory (80-84) 11 27.50%

Fairly Satisfactory (75-79) 6 15.00%

DNME (below 75) 0 0%

TOTAL 40 100%

This table demonstrates the GPA of the students in Mathematics

subject. There are 12 or 30% of the students with “Outstanding” remarks,

having 90-100 grades. While 11 respondents with 27.5% for 84-89 and 80-84

grades, having “Very Satisfactory” and “Satisfactory” remarks. Lastly, 6

respondents’ belong to “Fairly Satisfactory” remarks with a grade of 75-79.

Table 9.Description of Student’s Perceptions

STUDENTS’ PERCEPTION
A.Instructional and learning strategies
VE E ME SE NE wm
(5) (4) (3) (2) (1
STATEMENT

1. Adapting Lesson plan to different types of 11 16 12 1 0 3.93

learners
2. Set clear expectations with students 10 17 13 0 0 3.93
3. Build connection and community with
students 12 19 7 2 0 4.03
4. Connects with parents 2 20 15 3 0 3.53
5. Find the right Ed-tech tools and curricula 2 21 14 2 1 3.53
support
6. Case Study 1 19 18 2 0 3.48
7. Video Demonstration 6 18 14 2 0 4.00
8. Instructors notes 4 20 13 3 0 3.63
9. Mini-projects 6 18 13 3 0 3.63
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10. Discussion forums 1 21 15 3 0 3.50

Total 3.69
“Effective”

STUDENTS’ PERCEPTION
B. Media Tools wm
VE E ME SE NE
STATEMENT (5) (4) (3) (2) (1)
1. Whatsapp(WA 6 14 19 1 0 3.63
2. Google Classroom 7 17 14 1 1 3.70
3. Zoom 10 13 15 2 0 3.76
4. E-learning schools 8 15 16 1 0 3.75
5. E-mail 8 19 10 3 0 3.80

Total 3.73
“Effective”

STUDENTS’ PERCEPTION wm
C. Obstacles Faced
VE E M SE NE
STATEMENT (5) (4) E (2) (1)
(3)
1. Non-smooth signals is one of the 12 19 9 0 0 4.08
obstacles faces by students in online
learning
2. Limited quota is also an obstacles 14 13 11 2 0 3.98
faces by students in online learning
3. The teacher directly gives questions 14 12 12 2 0 3.95
without any material explaining how to
solve problems so that students do not
understand the material is an
obstacles faces by students in online
learning
4. Feel disturbed by noise in the home 9 19 9 3 0 3.85
environment is also an obstacles faces
by students in online learning

Total 3.96
“Effective”

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 STUDENTS’ PERCEPTION
D. Attitude towards the subject
VE E M SE NE wm
STATEMENT (5) (4) E (2) (1)
(3)
1. Online class in Math as a way to 11 18 8 3 0 3.93
learning satisfaction.
2. Online Mathematics is fun. 17 12 10 1 0 4.13

3. Online class discussion in Math 12 13 12 3 0 3.85

makes me participative.
4. I feel motivated during online class 12 16 12 0 0 4.00
in Math.
5. I am interested to know more 13 17 8 2 0 4.03
during online class in Math.
6. I love gaining new learning in 11 17 12 0 0 3.98
Mathematics class that are taught
online.
7. Online class in Math makes me 11 22 7 0 0 4.10
boring.
8. I believe that high quality learning 12 17 10 1 0 4.00
can also take place through online
class especially in Mathematics.
9. I learn more math lessons through 9 20 11 0 0 3.95
online class.
10. I participate well during online 12 19 9 0 0 4.08
class in math.
11. Online class in math is 10 25 5 0 0 4.13
uninteresting.

Total 4.01

“ Very Effective”

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 Table 10. Analysis result of central tendency

VARIANCE VALUE

Number of students 40

Total Average 3.849

Standard Deviation 1.18571

Average Score of the students 3.849

Perception

Category “Moderate”

This Table demonstrate the most important information. Base on the

table above, the Average Score of the respondents with 3.85 which falls

“Moderate” level of Effectiveness in teaching Mathematics online according

to the perceptions of the Junior High School students in Maddalena Starace

School.

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 Table 11. Pearson Correlation Test

The table above demonstrates the Relationship of the Level of

Effectiveness in teaching Math online according to the students perception

and the Mathematics GPA of the selected Junior High School students in

Maddalena Starace School. Base on the Table above, it is known that the

Pearson’s correlation value of 0.58 with the significance value of r = 0.720 is

bigger than the alpha value of p = 0.05 (<0.05). So the null hypothesis which

states that There is no significant relationship on the level of effectiveness in

teaching Mathematics online as perceived by students with the students’

GPA, is accepted.

The correlation coefficient is 0.58, which means the relationship is moderately

positive.

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 CHAPTER V

SUMMARY, CONCLUSION AND RECOMMENDATION

This chapter offers the study's summary and conclusion, which

establishes a connection between Level of Effectiveness in teaching Math

online and the academic performance of Maddalena Starace School's Junior

High School students. It also offers recommendations that students, teachers,

schools, and parents can follow up on.

Findings

The study's findings were presented using the problems indicated in

Chapter 1 as a reference.

1. The respondents of the study comprises the majority number for

female which consist 52%, and most of the respondents ages 13

years old, and the 30% of them got “Outstanding” remarks on GPA.

2. The Table 9 shows the effectiveness of teaching mathematics online

according to the students’ perception states that in the Instructional

and learning strategies got 3.69 weighted mean and interpreted into

“effective”. For Media tools, it gathered 3.73% which is also interpreted

as “effective”. For Obstacles faced, students also perceived it as

“effective” giving 3.96%. While the variable for the Attitude towards the

subject got the highest counts with 4.01% which is interpreted as

“Very Effective”

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3. The researcher discovers that the perceived level of Effectiveness of

teaching Mathematics online based on the respondents that is shown

in Table 10 is interpreted as “moderate” base on the 3.85 Average

Score.

4. The researcher found out that there is no significant relationship in the

perceived level of effectiveness in online learning of the mathematics

subject when analyzed based on the Mathematics GPA of the

respondents. This is proven on the datas found in Table 11. Upon

testing the gathered data with statistical treatment Pearson’s

correlation. The correlation value of 0.58 with the significance value of

r = 0.720 is bigger than the alpha value of p = 0.05 (<0.05). Therefore,

the null hypothesis is accepted.

5. Based on the outcomes of the study, the set of Guidelines for teaching

mathematics online suggest the following: 1) the use of Instructional

and learning strategies online, 2) the use of online Media tools in

teaching Math, 3) The use of alternative online resources when lost of

signal or internet connection is experienced while teaching

Mathematics. 4) It advised to maintain to help the students have

positive attitude towards the subject, for in this way they may learn

more.

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 Coclusions:

1. The selected Junior High School students as respondents of the

study is composed of more female respondents aging 13 years old

and majority of the students are having “outstanding” grades.

2. The perception of the JHS in Maddalena Starace School about the

effectiveness of teaching Mathematics online is moderate meaning,

neither high nor low but just at the middle.

3. The respondents’ perception on the effectiveness of teaching Math

online is interpreted as “effective”. This means that students learn

Math through online.

Recommendations:

1. Teachers should be aware that perceptions or ideas of many students

may help us create useful and effective teaching strategies to

implement our lesson objectives. Therefore, they should be attentive to

the students’ responses.

2. For teachers, students and parents, It is notable that the Effectiveness

of learning and teaching Mathematics subject or any subject does not

1
 rely on our perceptions of the subject, it is still best measured in the

standard set of assessments.

3. For students, a positive attitude towards the subject whether Math or

any subjects is a great help in learning and studying.

4. For the future researchers, the outcome of this study may be used for

further explorations in the days to come.

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