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Research Proposal

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Jana Gutierrez
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13 views5 pages

Research Proposal

This is our research proposal template

Uploaded by

Jana Gutierrez
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Republic of the Philippines

Department of Education
Region IV-A CALABARZON
SCHOOLS DIVISION OF DASMARIÑAS CITY
EMMANUEL RESURRECCION CONGRESSIONAL INTEGRATED HIGH SCHOOL
VIA VERDE VILLAGE, SAN AGUSTIN II, CITY OF DASMARIÑAS, CAVITE

Exploring Distance Learning on Studying Math


Subjects Among Grade 11 ABM Students

MEMBERS:

Popes, Janel C.
Emmanuel Resurreccion Congressional Integrated High School.
Via Verde Village, San Agustin II, City of Dasmarinas, Cavite

Gutierrez, Eonna Juliana J.


Emmanuel Resurreccion Congressional Integrated High School.
Via Verde Village, San Agustin II, City of Dasmarinas, Cavite

Mergenio, Livi Jane D.


Emmanuel Resurreccion Congressional Integrated High School.
Via Verde Village, San Agustin II, City of Dasmarinas, Cavite

Santero, Christine O.
Emmanuel Resurreccion Congressional Integrated High School.
Via Verde Village, San Agustin II, City of Dasmarinas, Cavite

Loquisan, Danica F.
Emmanuel Resurreccion Congressional Integrated High School.
Via Verde Village, San Agustin II, City of Dasmarinas, Cavite

Santillan, Arianne Angel M.


Emmanuel Resurreccion Congressional Integrated High School.
Via Verde Village, San Agustin II, City of Dasmarinas, Cavite

ABM 11-2

Submitted to:
Michelle Ramiro
Background of the Project
In the middle of the intense summer heat, classes in the Philippines have
been temporarily suspended due to safety concerns, especially at Emmanuel
Resurrection Integrated High School. Scorching temperatures make it difficult for
students to concentrate and learn effectively in traditional classroom settings. Because
of this, it is necessary to explore alternative methods of education, such as distance
learning, especially in the subject of mathematics, which we can say is difficult if studied
alone. To ensure that Grade 11 students, particularly those in the Accountancy,
Business, and Management (ABM) program, can continue their studies in mathematics
without compromising their proficiency. This research aims to investigate the feasibility
and effectiveness of distance learning in mitigating the impact on math education for
Grade 11 ABM students.

Conceptual and Theoretical Framework

This study revolves around four variables in the relationship between


distance learning as the independent variable and math subject performance as the
dependent variable, In the study by Liu and Yen (2014), the focus was on the effects of
distance learning on learning effectiveness, emphasizing a self-directed learning
approach where students take responsibility for their own learning process. The
dependent variable in this study was the learning effectiveness of students in the subject
of Math. On the other hand, Choi, Walters, and Hoge (2017) explored the relationship
between self-reflection and math performance in an online learning environment. The
dependent variable in this study was math performance, which can be influenced by
various factors such as teaching methods or student skill levels. The impact of learning
motivation, self-efficacy, and blended learning on students' achievement in emerging
technologies in learning. They specifically focused on the mediating factors of
technological proficiency and self-motivation. The role of students' affective engagement,
parental involvement, and teacher support in emergency remote teaching, specifically in
the context of mathematics performance. Teacher support refers to the guidance,
feedback, and assistance that instructors provide to students, which can either enhance
or hinder the impact of independent learning on academic performance. We have five
aspects that affect students in online learning math subjects: academic performance,
time management, Learning outcomes, social interactions, engagement, and motivation.
This study will examine exploring Distance Learning on Studying Math Subjects Among
Grade 11 ABM Students in only five aspects.
MODERATING
VARIABLE

STUDENT
TEACHER ACADEMIC
SUPPORT PERFORMANC
PARENTAL E
INVOLVEMENT
SOCIAL
INTERACTION
S
INDEPENDEN DEPENDENT
T VARIABLE VARIABLE TIME
MANAGEMEN
ONLINE MATH T
LEARNING SUBJECT

ENGAGEMEN
T&
LEARNING MOTIVATION
OUTCOMES
MEDIATING
VARIABLE

TECHNOLOGICAL
PROFICIENCY
SELF MOTIVATION

The study examines four variables in the relationship between the


independent variable, distance learning, and the dependent variable, math subject
performance. and technological proficient and self-motivation as mediating variables.
Students support teacher parental involvement as moderating variables In a research by
Liu & Yen (2014), they concentrated on finding out whether distance learning affects
learning effectiveness. They did this by using a self-directed approach where students
take charge of their own learning process; this means that the only thing being
measured here is how well or poorly people learn. On the other hand, Choi et al., (2017)
investigated self-reflection math performance within an online setting. The dependent
variable was math performance which could be affected by such factors as teaching
methods or levels of student skills. Learning motivation, self-efficacy blended with
emerging technologies achievement among students, were considered in relation to
technological proficiency and self-motivation acting as mediating factors.In emergency
remote teaching context of mathematics performance students' affective engagement,
parental involvement teacher support were analyzed. Teacher support refers to any
guidance given by tutors like feedback on assignments or helping learners understand
new concepts but it also has the potential to increase or lower down the impact of
independent learning on academic performance. We have five aspects that affect
students in online learning math subjects: academic performance,time management,
Learning outcomes, social interactions, engagement and motivation. This study will
examine exploring Distance Learning on Studying Math Subjects Among Grade 11 ABM
Students in only five aspects.

Statement of the Problem


General Problem: This study aims to provide valuable insights into the effectiveness of
distance learning in the context of math education. It determines the impact of Distance
learning on studying math subjects among grade 11 ABM students at Emmanuel
Resurreccion Congressional Integrated High School. The research seeks to address the
following key questions:

Specific Questions:
1. What will be the outcome of Grade 11 abm students when doing distance learning
in studying math subjects?

2. How will distance learning impact the Grade 11 ABM students in studying math
subjects?

3. What strategies can be implemented to enhance the learning experience and


performance of Grade 11 ABM students in math subjects during distance learning?

4. Why do Grade 11 ABM students experience challenges in engaging themselves of


staying motivated during math lessons in a distance learning setup?

RESEARCH METHODS:
RESEARCH DESIGN:
This study employs a qualitative method and a case study research design. The
qualitative research design was chosen to understand participants' experiences. A case
study was chosen to answer the "what", "how" and "why" questions.

SOURCES OF DATA:
The data will be gathered through Google Forms and will be sent to participants to
respect their personal time. The data gathering will be conducted with the ABM students
to share their knowledge and experiences about the learning gap in math subjects due to
heat index.

POPULATION AND SAMPLING:


The study will be conducted at Emmanuel Resurreccion Congressional Integrated High
School (ERCIHS). The purposive sampling will be used as the participants were chosen
purposely.

Scope of the Problem


This study is focused on exploring how modular learning impacts the studying
of math subjects among Grade 11 ABM (Accountancy, Business, and Management)
students. This study implies that the study will specifically investigate the effectiveness
of modular learning approaches in enhancing students’ understanding and performance
in mathematics within the context of the ABM track at the Grade 11 level. These
students may experience a series of math modules designed to supplement their
classroom instruction. Us researchers will then evaluate the ABM students’ progress,
comprehension, and academic achievements in math subjects based on their exposure
to modular learning.

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