MATHEMATICS IN THE DISTANCE LEARNING MODALITIES:

ASSESSMENT OF LEARNING EXPERIENCES AS PERCEIVED BY THE

SENIOR HIGH SCHOOL STUDENTS

________________________

A Research Proposal
Presented to the Faculty of the Graduate School
Bataan Peninsula State University
City of Balanga, Bataan

________________________

In Partial Fulfillment of the Requirements for the Degree

Master of Arts in Education major in
Mathematics

________________________

by:

MARICON S. GAOR
April 2022
 CHAPTER I

THE PROBLEM AND ITS BACKGROUND

Introduction

The spread of the Covid-19 virus posed enormous obstacles in the education

sector. It has caused shock and disruption to the students, teachers, and educational

institutions. There were no face-to-face interactions between teachers and students

because the schools were forced to close. To address these extraordinary challenges, the

schools shifted from traditional face-to-face classes to various distance learning

modalities. The delivery of lessons during the pandemic takes place through online

learning, modular learning, blended learning, and so on. There is no other choice for the

educational institutions but to apply distance learning to continue the teaching-learning

process despite this unprepared transition.

Today, most schools all over the world have reopened for face-to-face classes. In

the Philippines, the Department of Education is currently implementing progressive

limited face-to-face classes. However, since the schools are only allowing a limited time

for students to attend face-to-face classes, the use of distance learning modalities is still

prevalent. Thus, providing students with different learning experiences. On the other

hand, mathematics is usually seen as one of the most difficult subjects even before the

pandemic. Such perception is due to the abstract nature of Mathematics as said by

Sufiana K. Malik (2012). If the students with a negative perception of Mathematics

performed poorly and

 2

vice versa, that performance of mathematics can be improved by enhancing the

positive perception of Mathematics (Wasike, Michael, & Joseph, 2013).

According to Kalogeropoulos et al. (2020), the experiences of students learning

mathematics from home during Covid-19 were extensive and varied. Although the

technology used as a platform was useful for teachers and students in sharing ideas and

discussions in distance learning, it was considered inadequate for teaching mathematics

as efficiently as traditional face-to-face teaching (Almarashdi et al. 2021). For example,

teaching many subjects requires discussions, presentations, and elaboration on the

learning outcomes from the students and their teacher while this is not the case for

teaching mathematics where, in addition to the discussion, the teacher needs to

communicate with students by writing words and symbolic language on the blackboard.

This is not easy in distance learning (Cassibba et al. 2020). Hence, it is important to

understand how students perceive their mathematics learning experiences during the

distance learning modalities.

In addition, learning mathematics in the new normal is tough and truly

challenging. There will be uncertainties, anxieties, and fears. Misconceptions may arise

and hatred for the subject may happen. Students might also fail in achieving the twin goal

of the K-12 Math – critical thinking and problem-solving. Moreover, students’

mathematics achievement has often been the focus and is seen as a critical global issue in

many countries. The Department of Education responded to the low performances of

students in international mathematics competitions and national achievement tests by

providing numeracy programs to the students and intensive training to teachers. The
 3

study will bring key aspects for educators to understand the perceptions of students in

their learning experiences not only during the distance learning modalities.

Nonetheless, there are researchers who have been concentrating on the knowledge

required to adopt distance learning during the COVID-19 crisis. For example, in the UAE

context, Almuraqab (2020) focused on general university students’ attitudes and found

that a sample of UAE’s university students wishes to continue distance learning after

COVID-19. According to Aksan (2021), students prepared distance learning approach

rather than traditional face-to-face instruction in learning Mathematics as they had a lot

of time to answer the activities, they were more comfortable answering the activity in

math on their own using modules, and it was cheaper. Moreover, the students also agreed

on the difficulty of participating in the case of distance learning due to the difficulty of

writing words and symbolic language necessary for the mathematics class as students

displayed negative perspectives toward studying mathematics (Cassibba et al. 2020).

These highlight the importance of investigating mathematics distance learning

experiences for students during the pandemic.

In the light of the aforementioned premises, this study will determine the

perceptions of Grade 11 senior high school students of Nagbalayong National High

School towards their mathematics learning experiences during distance learning

modalities. Additionally, the research study will look for the differences in the

perceptions of senior high school students, and if a relationship exists between their

perceptions and academic performances in mathematics. With the help of this study,

educational institutions can provide students with suitable and efficient learning

opportunities.
 4

Statement of the Problem

The general problem of the study is to determine the perceptions of Grade 11

Senior High School students toward their mathematics learning experiences during the

distance learning modalities at Nagbalayong National High School SY 2021 to 2022.

Specifically, it seeks answers to the following questions:

1. How may the profile of the senior high school students be described in terms of:

1.1 age and

1.2 sex?

2. What are the perceptions of senior high school students toward their mathematics

learning experiences during the distance learning modalities?

3. What is the level of academic performance of senior high school students in

mathematics during the distance learning modalities?

4. Is there a significant difference in the perceptions of senior high school students

toward their mathematics learning experiences during distance learning modalities

when grouped according to their profile?

5. Is there a significant relationship between senior high school students’ perception

toward their mathematics learning experiences during distance learning modalities

and their academic performance in mathematics?

Significance of the Study

 5

The results of the study may hopefully give better insights to all the people in the

academe:

Students. They are the motivating factor of this study. The result of the study will

help them to assess their experiences in learning mathematics during the time of Covid-

19. They can also identify their strengths and weaknesses in learning mathematics and at

the same time, this will guide them in thinking and redirecting their interests and attitude

to better improve their academic performance. The study will also serve as the key for

students to evaluate if they have negative or positive perceptions in learning mathematics

not just during distance learning modalities but also even before.

Mathematics Teachers. With this study, mathematics teachers will be able to

understand the performances of their students during distance learning modalities. This

will provide an avenue for them to critically analyze the perceptions of their students

thus, giving them the most suitable learning opportunities. The study will also open

further doors for teachers to intensify their teaching styles in Mathematics to better give

the students a quality education during this distance learning.

School Administrators. The findings will offer them significant reasons and

information for establishing an instructional program in the school that can be useful in

providing students great learning opportunities in Mathematics. This will also guide them

in conducting more seminars, trainings, and conferences for Mathematics teachers that

will lead them to attain a meaningful teaching and learning process.

Curriculum Planners. The findings of the study will help curriculum planners

understand what students think about their experiences, and consequently improve

distance learning for all subjects, especially mathematics. This will also lead them to
 6

evaluate the existing curriculum in Mathematics and they can identify if there is a need

for modification and revision. Likewise, this will give them direction in carrying out

development plans that can achieve desired Mathematics learning and implementing the

best curriculum design.

Parents. The results of the study will help the parents who serve as the learning

facilitator of students during this distance learning to understand their children. This

study will also serve as their basis for planning some actions on how they can effectively

assist and guide their children in better enhancing their mathematics performance.

Moreover, if the parents know the perceptions of their children in learning mathematics,

they might be more encouraged and motivated to participate and help in the educative

process.

Future Researchers. The results will provide them significant and related

information that they can use in the conduct of their own study. The findings will lead

them as well to carry out other research for better understanding the perceptions of

students in learning not just in the field of mathematics but also in the other fields.

Scope and Delimitation of the Study

The descriptive correlational study will focus on determining the perceptions of

Grade 11 senior high school students toward their mathematics learning experiences

during the distance learning modalities at Nagbalayong National High School SY 2021 –

2022.

For the key respondents of the study, all Grade 11 senior high school students of

Nagbalayong National High School will be selected since there are only ninety (90)

students.
 7

Moreover, the following will be investigated: the relationship of students’

perception in learning mathematics and their academic performance, and the differences

between students’ perceptions if grouped according to their age and sex. For the

academic performance of the students, their general average from General Mathematics

subject will be used.

Meanwhile, data gathering procedures and testing will be made to find sufficient

information that will support this study. The researcher will use a researcher-made

instrument to determine the perceptions of senior high school students toward their

mathematics learning experiences during distance learning. Statistical tests such as

frequency count, percentage, mean, and standard deviation will be employed for the

profile of the respondents and in determining their perceptions.

Furthermore, Pearson R will be used to determine if a relationship exists between

the students’ perceptions and their academic performance in mathematics. Lastly,

independent samples t-test and analysis of variance (ANOVA) will be employed to

determine if differences exist between the perceptions of senior high school students

when grouped according to their profile.

 8

Notes in Chapter I

Aksan, J. A. (2021). Effect Of Modular Distance Learning Approach To Academic

Performance In Mathematics Of Students In Mindanao State University-Sulu Senior High
School Amidst Covid-19 Pandemic. Open Access Indonesia Journal of Social
Sciences, 4(2), 407–430. Retrieved from https://doi.org/10.37275/oaijss.v4i2.64

Almarashdi, H., & Jarrah, A. M. (2021). Mathematics Distance Learning amid the
COVID
19 Pandemic in the UAE: High School Studentsâ€TM Perspectives. International Journal
of Learning, Teaching and Educational Research, 20(1). Retrieved from
http://ijlter.org/index.php/ijlter/article/view/3201/pdf

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

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

Kalogeropoulos, P., Roche, A., Russo, J., Vats, S., & Russo, T. (2021). Learning
Mathematics From Home During COVID-19: Insights From Two Inquiry-Focussed
Primary Schools. Eurasia Journal of Mathematics, Science and Technology
Education, 17(5), em1957. Retrieved from https://doi.org/10.29333/ejmste/10830

Malik, S. K. (2012). Effect of Modular and Traditional Approaches on Students' General

Comprehesion. Retrieved from
https://www.elixirpublisher's.com/articles/135028508042%20(2012)%206228-6231.pdf
‌
Wasike, A., Michael, P. N., & Joseph, D. K. (2013). Impact of Perception Performance in
Mathematics of Female Students in Secondary Schools in Teso District, Kenya.
 9

WIKIPEDIA. (n.d.). Perception. Retrieved from

https://en.m.wikipedia.org/wiki/index.php

CHAPTER II

THEORETICAL FRAMEWORK

This chapter presents the relevant theories, related literature and studies,

conceptual framework, hypothesis, and definition of various relevant terms used in the

study.

Relevant Theories

The present study is anchored to the following theories: Self-perception Theory of

Daryl Bem (1972), Experiential Learning Theory of David Kolb (1984), and Moore’s

Theory of Transactional Distance Education (1997).

Daryl Bem’s Self-perception Theory (1972) viewed that individual come to know

their own attitudes, emotions, and other internal states partially by inferring them from

observations of their own overt behavior and/or the circumstances in which this behavior

occurs. The theory holds that people are not nearly as aware of, nor as clear about their
 10

own internal feelings and beliefs as they think they are. The theory also suggests that a

partial entity between self- and interpersonal perception: to the extent that internal cues

are weak, ambiguous, or uninterpretable, the individual is functionally in the same

position as an outside observer, an observer who must necessarily rely upon those same

external cues to infer the individual’s inner state.

This theory is relevant to the study as it introduced the idea that an individual is

not aware or clear about his own feelings and beliefs. As this study is concerned about

the perceptions of the students, this theory is a significant contribution to better

understand the feelings and beliefs of students regarding their experiences during the

distance learning. The theory will also provide an opportunity for the students to critically

analyze their perceptions and discover more about themselves.

Another theory that is related to the current study is the Experiential Learning

Theory of David Kolb (1984). The theory focuses on the idea that the best ways to learn

things is by having experiences. Those experiences then stick out in your mind and help

you retain information and remember facts. The experiential learning theory works in

four stages - concrete learning, reflective observation, abstract conceptualization, and

active experimentation. The first two stages of the cycle involve grasping an experience,

the second two focus on transforming an experience. Kolb argues that effective learning

is seen as the learner goes through the cycle, and that they can enter into the cycle at any

time. The core of the theory is that learners progress through a learning cycle in which

experience leads to observation and reflection, which then leads to concept formation.

Hence, Experiential Learning Theory is significantly concerned with the present

study as the theory accounts that students learn best when learning is closely related to
 11

their lives and more effective when students are made to experience a great variety of

ways. As the current study is also concerned about the learning experiences of the

students during the distance learning modalities, it will enable them to critically think and

use their experiences to form a new knowledge. The experiences they have encountered

will determine if they have achieved effective learning.

On the other hand, Moore’s Theory of Transactional Distance Education (1997)

posits that in distance learning scenarios, separation between the teacher and students can

“lead to communication gaps, a psychological space of potential misunderstandings

between the behaviors of instructors and those of the learners”. The nature of the

transaction developed between teachers and students in distance learning needs to take

into account three factors: dialogue, structure, and learner autonomy. The transactional

distance model serves as a heuristic device, a means of identifying questions for research

and also a very practical instrument to be used in making these difficult instructional

design decisions. Thus, the utility of the theory is that it provides guidance to

instructional designers as to how to design the course like how much structure, dialog,

and autonomy to build into the course, so as to minimize transactional distances and

thereby maximize learning outcomes.

Therefore, Moore’s Theory of Transactional Distance Education (1997) is

relevant to the study to better understand distance learning. It manifests the significance

of knowing the gaps in distance education which will help to better understand the

perceptions of students on their learning experiences.

In summary, the three theories are all relevant to the present study as it presented

various information regarding perceptions, experiences, and distance education. It all

 12

involves the significant information in determining students’ perceptions particularly of

their learning experiences during distance education. Overview on the said theories, these

will help the students to assess their experiences and to gain a comprehensive

understanding about their perceptions and on how to better perform during distance

education.

Related Literature

Age. As cited by Murry (2016), older adults tend to have lower emotion-

perception accuracy compared to younger adults. It centered on individual characteristics,

including cognitive decline and positive attentional preferences, as possible mechanisms

underlying these age differences in emotion perception; however, thus far, no perceiver-

focused factor has accounted for the age differences.

According to Barber (2017), negative age stereotypes can have detrimental effects

on individuals’ self-perceptions as well as on their well-being, cognitive performance,

physical functioning, health, and longevity.

Aksan (2021) revealed that there are no differences in terms of age in the

perceptions of students regarding distance learning and that students had the same

perceptions. Students perceived distance learning approach in Mathematics had a positive

effect in their academic performance.

The aforementioned literatures show significant information on how the

perceptions of students differ or not according to their age.

Sex. According to Amelink (2009) as cited by Uwineza et al. (2018), boys

prefer mathematics activities that require visual spatial skills, problem solving and
 13

reasoning, while girls try to do better in mathematics activities that deal with direct

application. It appears that girls’ self-perception of mathematics is also boy-oriented.

Moreover, in the article of Uwineza et al. (2018), boys and girls demonstrate

shared perceptions towards the importance of mathematics subjects. However, boys

manifested more negative perceptions towards girls’ ability to perform well in

mathematics. Besides, some few females also manifested negative perceptions, which can

explain their low confidence in mathematics.

Additionally, Aksan (2021) revealed that there are no differences in the

perceptions of students when grouped according to their gender regarding distance

learning and that male and female had the same perceptions. Both male and female

perceived distance learning approach in Mathematics had a positive effect in their

academic performance.

The stated literatures are related to the study because it shows on how the

perceptions of students differ or not according to their sex.

Perception. If the students with negative perception towards Mathematics

performed poorly and vice versa, that performance of mathematics can be improved

through enhancing positive perception towards Mathematics (Wasike, Michael, &

Joseph, 2013).

Perception (from the Latin perceptio, meaning gathering or receiving) is the

organization, identification, and interpretation of sensory information in order to

represent and understand the presented information or environment (Schacter as cited by

Aksan 2021).
 14

Smart and Cappel (2006) as cited by Aksan (2021) mentioned if the students

perceive some benefits to their learning (through either a personal interest in or an

application of content) they will likely be more motivated to perform well.

Academic Performance. Sherman, Richardson and Yard (2014) as cited by

Villanueva (2014) believed that the discipline of mathematics presents many challenges

to dissimilar learners. They stated also that students fall below their expected level of

mathematics achievement for a variety of reasons. When they asked people why they

were not as successful in learning mathematics, many people reply that they “never

understood math,” or “never liked it because it was too abstract and did not relate to

them.” They categorized these reasons as environmental or personal, individualized

factors.

According to Anthony Abaidoo (2018), academic performance is the knowledge

gained which is assessed by marks by a teacher and/or educational goals set by students

and teachers to be achieved over a specific period of time and they added that these goals

are measured by using continuous assessment or examinations results.

According to Shuja, Qureshi, Schaeffer, & Zareen (2019) in their study entitled

“Effect of m-learning on student's academic performance mediated by facilitation

discourse and flexibility”, as they suggested that a multifaceted phenomenon, influenced

by diverse factors such as meta-reflective learning and cognition, interest, motivation for

learning, skills, engagement, quality of teaching and socio-economic status, characterized

by enhance student’s capability to perform at the desired level (Lewin & Mawoyo, 2014;

Moseki & Schulze, 2010).

 15

Distance Learning. In an article by Simon (2020), distance learning is a way of

educating students online. lectures and learning materials are sent over the internet.

students work from home, not in a classroom.

Despite of its effectiveness many families have experienced challenges because

numerous parents have difficulties in terms of their abilities and availability to support

their children in their learning (Deslandes-Martineau, Charland, Arvisais, & Vinuesa,

2020).

According to Simonson (2022), distance learning, also called distance

education, e-learning, and online learning, form of education in which the main elements

include physical separation of teachers and students during instruction and the use of

various technologies to facilitate student-teacher and student-student communication. 

Related Studies

Uwineza et al. (2018) investigated gender differences in attitudes and perceptions

of mathematics education. The main findings of their study show that, in general, boys

and girls have similar perceptions of the importance of mathematics subjects. Boys, on

the other hand, had more negative perceptions of girls' ability to perform well in

mathematics. Furthermore, some females displayed negative perceptions, which may

explain their lack of confidence in mathematics.

Likewise, Mejia-Rodriguez et al. (2020) also investigated the differences in male

and female mathematics self-concept. According to the findings of this study, gender

differences in students' self-concept in mathematics are significant in most countries, with

 16

boys typically outperforming girls as early as fourth grade. When the effects of student

achievement and parental involvement are controlled for in the data analysis, the

differences remain largely unchanged.

Rodriguez et al. (2021) also examined the explanatory potential of boys’ and

girls’ attitudes toward mathematics on their performance. The findings support previous

research that girls had fewer positive attitudes toward mathematics than their male

classmates, with lower motivation, lower perception of competence, and higher rates of

anxiety, though the effect sizes were small in all cases. Even though there were no

significant gender differences in academic performance, the explanatory power of

attitudes toward mathematics was clearly greater in boys than in girls.

In addition, the study by Aksan (2021) titled "Effect of Modular Distance

Learning Approach to Academic Performance in Mathematics of Students in Mindanao

State University-Sulu Senior High School Amidst Covid-19 Pandemic" found no

significant difference in students' perceptions when they were grouped by gender and

age, implying that the students had the same perceptions.

All the findings from the above studies are significantly related to the present

study as they also examined gender and age as variables in determining differences

between perceptions. Further, the results of the previous studies will help for comparison

in the current study regarding perceptions of students according to their gender and age.

On the other hand, according to Ambayan (2020), as cited by Aksan (2021), he

used a Comparative-Experimental research design in his study titled "Modular-Based

Approach and Students' Achievement in Literature." The study's participants were third-

year Bachelor of Secondary Education students (BSED major in English students for the
 17

2015-2016 school year). According to the findings, college students' performance in

literature improved from poor to fair. As a result, it was suggested that the module be

used in similar contexts, particularly for learning mythology and folklore.

Comparatively, in the study by Tangonan (2022) entitled “Impact of Modular

Distance Learning on High School Students Mathematics Motivation, Interest/Attitude,

Anxiety and Achievement during the COVID-19 Pandemic”, examined the impact of

modular distance learning on students' motivation, interest/attitude, anxiety and

achievement in mathematics. Students have a very satisfactory rating in mathematics,

according to the findings. Students agree that they are motivated, enthusiastic, and

enthusiastic about mathematics. They do agree, however, that mathematics gives them

anxiety. When students are divided based on gender, their interest and anxiety in

mathematics differ significantly. There was, however, no statistically significant

difference in interest/attitude and achievement. When students are divided into age

groups, there is a significant difference in their mathematics motivation, interest/attitude,

anxiety, and achievement. The motivation, anxiety, and achievement of students differ

significantly by year level. Mathematics motivation, interest/attitude, and achievement all

had a positive relationship. However, there is a negative relationship between

mathematics anxiety and mathematics motivation, as well as mathematics anxiety and

mathematical interest/attitude and mathematical performance.

The presented studies are related to the current study because they discussed how

distance learning particularly modular learning affected the academic performance of the

students. In this present study, academic performance is one of the variables to be studied

to see how students performed despite of having distance education.

 18

At a broader scope, Ariyanti and Santoso (2020) conducted a study to determine

the differences in students' mathematics learning outcomes prior to and after online

learning, as well as their positive responses to the use of this method. The findings

revealed that the average of mathematics learning outcomes prior to online learning is

higher than the average after online learning, and students' average positive response to

mathematics prior to online learning is higher than the average after online learning.

Similarly, Almarashdi and Jarrah (2021) conducted a study on the perspective of

high school students on mathematics distance learning during the Covid-19 pandemic in

the UAE, and they concluded that the students' view of the mathematics distance learning

experience was not decisive because the distance learning experience provided them with

many benefits such as flexibility and independence in education. However, it presented

them with numerous challenges, such as technical issues that prevented them from

attending some of their lessons, as well as the long hours they spent in front of the

screens of their devices, missing out on interaction with their colleagues and teachers.

Bringula et al. (2021) also investigated the profile of online learners and its

influence on their mathematics self-concept. It is revealed that the study's online learners

have access to devices. One important aspect of an online learning environment is

physical learning space. Some online learners, however, have physical learning space

constraints that make online learning inconvenient. This constraint contributed to their

low academic self-esteem. The majority of those polled had reported an intermittent

Internet connection. Online learners have mixed feelings about their mathematical

abilities and their interest in learning mathematics online. They expressed concern about

the grades they might receive at the end of the semester. The ability of online learners to
 19

study mathematics at their own pace is the most sought-after skill. Furthermore, online

learners with limited learning space are more likely to have a negative self-concept in

mathematics.

Calder et al. (2021) investigated students' perceptions of the advantages and

barriers that resulted from the rapid transition to online learning. The hurried and coerced

nature of the transition to eLearning was initially extremely disruptive to all students. The

organization of workspaces, as well as the increased complexity of their home working

environment, resulted in stress and feelings of isolation. Although this had an impact on

the mathematics education learning experience, it was initiated independently of the

eLearning and was more of a social component of the changing living conditions.

However, it had an effect on their perceptions of the learning as well as their ability to

communicate and collaborate.

Furthermore, Tyaningsih et al. (2021) determined students' perspectives on

learning mathematics in higher education while learning from home, as well as its

sustainability in the face of a new normal. According to the findings of this study, 100

percent of lectures are delivered online, with 34.32 percent delivered as an Asynchronous

Online Course, 19.53 percent delivered as a Synchronous Online Course, and 46.15

percent delivered as a Hybrid Online Course. The effectiveness of the completed online

course was determined to be 7.1 percent very effective, 20.1 percent effective, 53.8

percent sufficient, 17.8 percent less effective, and 1.2 percent ineffective. The

questionnaire includes open questions that allow students to express

constraints/difficulties encountered while Learning from Home (LFH), such as network

 20

constraints, health issues, costs, the environment, course constraints, and time constraints.

Responses from students regarding the use of Blended Learning

In like manner, Kunwar's study (2021) was concerned with secondary level low-

performing students' perceptions of mathematics and their effects on their achievement.

The findings revealed that low-performing students had a negative perception of

mathematics or did not prefer to learn mathematics. Similarly, it was discovered that

students' perceptions of mathematics had a greater impact on their achievement. Higher

achiever students were found to be more positive and confident in mathematics, whereas

lower achievers were found to be negative and anxious. However, the majority of the

students were found to be aware of the importance of mathematics.

The related studies presented above were selected based on their significance in

knowing the students’ perceptions of learning Mathematics during distance learning.

These were considerably relevant since the present investigation will also determine the

perspectives of students towards their mathematics learning experiences during distance

education.

Moreover, Khan et al. (2020) studied the perception of university students

towards e-learning during the ongoing COVID-19 pandemic. The study revealed

students' preferences for e-learning because it allows them to connect with their teachers,

fellow students, and engage with their study materials at their leisure and flexibility of

space and time. One of the primary reasons students choose e-learning is the ease of

access to study resources. According to the study, e-learning technology allows for easy

access to information, which leads to students developing a positive attitude toward it.

This conclusion is based on usefulness, self-efficacy, ease of use, and student behavior in
 21

relation to e-learning. The study confirms the usefulness of e-learning, such as the ability

to study from any geographical location, which is not possible with traditional face-to-

face learning. Furthermore, the study shows that students perceive e-learning to be

analogous to face-to-face learning.

Likewise, Bestiantono (2020) discovered that the majority of the surveyed

secondary education students have reservations about online/digital learning during the

covid-19 pandemic in his study on students' perspectives about online learning during the

covid-19 pandemic. Among the significant challenges faced by Indonesian secondary

education students were a lack of internet access, a lack of proper interaction and contact

with students and instructors, and ineffective technology. The abrupt transition from

traditional classrooms and face-to-face learning to online learning has resulted in an

entirely new learning experience.

Cortez (2020) also examined the perception of the senior high school students on

blended, distance, electronic and virtual learning as a new way of delivering lessons for

the following school year due to the existing threat of CoViD-19. The study found that

the students' perception of the effectiveness of BDEV-learning is unaffected by the

quality of their internet connection, the types of gadgets they own, their socioeconomic

status, or the means by which they connect to the internet. This is due to the significant

difference in their perceived math ability. Despite differences in mathematical ability and

regardless of their owned electronic gadgets, quality of internet connection, and means to

connect to the internet, the majority of students perceived that they are capable of

attending online or distance learning and see that it is the same as attending in an actual

classroom setting.
 22

In the same manner, Avila et al. (2021) studied the perceptions of 258 freshmen

students at the Polytechnic University of the Philippines' Ragay, Camarines Sur Branch

on the use of educational technologies in online and distance education, their level of

motivation, and their learning strategies for the First Semester of Academic Year 2020-

2021. It was discovered that students thought distance learning was excellent and

necessary. Their access to the computer and other devices, however, is restricted. They

perceived that online or distance learning at their university branch is moderately

successful, and that the university and their subject professors are moderately helpful in

providing support and understanding during this type of learning arrangement. Similarly,

they are motivated to use educational technologies and perceive themselves to have

frequently used various learning strategies in using educational technologies during the

COVID-19 pandemic.

Bast (2021) also described in his study the perceptions of Indian students about

online learning and demonstrated several intriguing aspects of students' perceptions.

Students from urban areas were significantly more open to online learning than students

from rural areas. Possible explanations for these findings are discussed, barriers to

student motivation in digital education are identified, and the findings are contextualized

in a broader context. Among the benefits of online learning that students agreed on were

flexitime and emotional relief from loneliness during the lockdown. Disadvantages

include more distractions and a greater proclivity to procrastinate.

Similarly, Noviani (2021) investigated students' perceptions of studying

mathematics using e-learning in distance learning during the Covid-19. According to the

findings of her study, students faced challenges when learning mathematics through e-
 23

learning. These barriers are divided into three categories: (1) internal barriers (lack of

understanding of mathematical content), (2) external barriers (lack of training using e-

learning, lack of instructional design using e-learning, and lack of campus policy on the

use of internet credits), and (3) cross internal and external barriers (lack of understanding

of mathematical content, lack of social interaction between students and lecturer, and eye

strain when using e-learning continuously). Although students face challenges when

using e-learning to learn, they also see the benefits of e-learning.

Another study is by Harefa and Sihombing (2022) which investigated students'

perceptions of online learning in the midst of the Covid-19 pandemic and discovered that

students are less comfortable with online learning. Dissatisfaction is represented by a

sense of inconvenience. Communication with teachers, for example, is frequently

hampered by unstable networks, and technological abilities remain limited, resulting in

delays in joining lessons. Another regrettable fact is that most teachers are unaware of the

barriers that prevent online learning from getting started or that affect it while it is in

progress. This may have an impact on the effectiveness of online learning.

All the findings of the previous studies presented are about the students’

perception during distance learning, particularly in online learning. These results are

related to the present study because this will also determine the students’ perceptions of

the different distance learning modalities.

Additionally, the study of Aksan (2021) entitled “Effect of Modular Distance

Learning Approach to Academic Performance in Mathematics of Students in Mindanao

State University-Sulu Senior High School Amidst Covid-19 Pandemic” revealed that

students’ perceptions agreed on using the modular distance learning approach (MDLA).
 24

It means that the students had favorable impressions of MDLA in Mathematics. The

study also found that students who agreed to use the modular distance learning approach

(MDLA) in Math faced few difficulties. It also had a positive effect on student

performance, with students performing very satisfactorily in Mathematics, indicating that

they had a high-quality performance. Furthermore, the findings revealed that there is

insufficient evidence to conclude that there is a significant relationship between students'

perceptions and academic performance of STEM grade 11 students using the new method

of teaching modular distance learning approach (MDLA) in the face of the COVID-19

pandemic. STEM students' academic performance was unaffected by their MDLA

perceptions. This means that the level of performance did not improve.

This study is also relevant to the present study because it showed the relationship

between students’ perception and their academic performance during modular distance

learning. The concepts revealed were significantly related since the present investigation

will also examine the relationship between students' perceptions and academic

performance.

Conceptual Framework

This study will utilize Independent Variable (IV) – Dependent Variable (DV)

model.

Independent Variable Dependent Variable

Students’ Perceptions of
Academic Performance
their mathematics
of Senior High School
learning experience
Students in General
during distance
Mathematics
learning modalities
 25

Figure 1. Paradigm of the study

As shown in Figure 1, the study has two (2) frames. The first frame indicates the

independent variable which is the students’ perception of their mathematics learning

experience during distance learning modalities. The second frame represents the

dependent variable, specifically, the academic performance of senior high school

students in General Mathematics.

The solid line posits the independent variable students’ perception of their

mathematics learning experience during distance learning modalities that might affect

the academic performance of senior high school students in General Mathematics.

Hypotheses

The following are the hypotheses of the study:

There is no significant relationship between senior high school students’

perceptions toward their mathematics learning experience during distance learning

modalities and their academic performance.

There is no significant difference between senior high school students’

perceptions toward their mathematics learning experience during distance learning

modalities when grouped according to their age and sex.

 26

Definition of Terms

This part of the chapter gives the readers a clearer understanding on the words or

group of words that they may encounter in reading the study. The following terms are

conceptually and/or operationally defined.

Academic Performance. Conceptually, it is the measurement of student

achievement across various academic subjects. Operationally, this refers to the general

average of the students in General Mathematics during the 1 st semester of SY 2021 to

2022.

Distance Learning. It is a method of study where teachers and students do not

meet in a classroom but use the Internet, email, mail, etc., to have classes. In the study,

this also means that students and teachers do not have face-to-face interactions inside the

classroom.

Distance Learning Modalities. Operationally, these refer to the type of learning

of the students, whether online, digital-modular, printed-modular, blended, and so on.

General Mathematics. It is the broad field of basic mathematics. It includes math

operations such as addition, subtraction, multiplication, and division. It also covers

concepts such as fractions, decimals, exponents, and percentages. In the study, this is the

subject to be used for the academic performance of the students.

Learning Experiences. Operationally, these refer to the personal stories and/or

challenges of the students in learning mathematics during distance learning.

Modalities. These are ways or modes in which something exists or is done.

Operationally, this also refers to the process of how the lessons were delivered to the

students.
 27

Perceptions. Operationally, these refer to the thoughts of the students on their

mathematics learning experiences during distance education.

Notes in Chapter II

Abaidoo, A. (2018). Factors contributing to academic performance of students in a Junior

High School. Retrieved from https://www.grin.com/document/450284

Aksan, J. A. (2021). Effect Of Modular Distance Learning Approach To Academic

Performance In Mathematics Of Students In Mindanao State University-Sulu Senior High
School Amidst Covid-19 Pandemic. Open Access Indonesia Journal of Social
Sciences, 4(2), 407–430. Retrieved from https://doi.org/10.37275/oaijss.v4i2.64

Ariyanti, G., & Santoso, F. G. I. (2020). Analysis of mathematics learning outcomes on

senior high school students in Madiun City, Indonesia in COVID-19
pandemic. Journal of Physics: Conference Series, 1663, 012037.
https://doi.org/10.1088/1742-6596/1663/1/012037

Avila, E., Abin, G., Bien, G., Acasamoso Jr., D., & Arenque, D. (2021). Students’
Perception on Online and Distance Learning and their Motivation and Learning
Strategies in using Educational Technologies during COVID-19
 28

Pandemic [Review of Students’ Perception on Online and Distance Learning and

their Motivation and Learning Strategies in using Educational Technologies
during COVID-19 Pandemic]. IOP Publishing Ltd.
https://iopscience.iop.org/article/10.1088/1742-6596/1933/1/012130/meta

Barber, S. J. (2017). An Examination of Age-Based Stereotype Threat About Cognitive

Decline. Perspectives on Psychological Science, 12(1), 62–90.
https://doi.org/10.1177/1745691616656345

Bast, F. (2021, August 18). Perception of Online Learning Among Students From India
Set Against the Pandemic (B. Silva-Lopes, Ed.) [Review of Perception of Online
Learning Among Students From India Set Against the Pandemic]. Frontiers in
Education. https://www.frontiersin.org/articles/10.3389/feduc.2021.705013/full

Bem’s Self-Perception Theory | Social Psychology | Ifioque. (n.d.). Www.ifioque.com.

https://www.ifioque.com/social-psychology/self-perception-theory
‌
Bem, D. (1972). Self-Perception Theory [Review of Self-Perception Theory]. Advances
in Experimental Social Psychology, Vol. 6.
https://www2.psych.ubc.ca/~schaller/Psyc590Readings/Bem1972.pdf

Bestiantono, D. S. (2020). How Students’ Perspectives about Online Learning Amid the

COVID-19 Pandemic? [Review of How Students’ Perspectives about Online
Learning Amid the COVID-19 Pandemic?]. Studies in Learning and Teaching.
https://scie-journal.com/index.php/SiLeT/article/view/46/31

‌ ringula, R., Reguyal, J.J., Tan, D.D. et al. Mathematics self-concept and challenges of
B
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

Calder, N., Jafri, M., & Guo, L. (2021). Mathematics Education Students’ Experiences
during Lockdown: Managing Collaboration in eLearning. Education
Sciences, 11(4), 191. https://doi.org/10.3390/educsci11040191

Cortez, C. P. (2020). Blended, Distance, Electronic and Virtual-Learning for the New
Normal of Mathematics Education: A Senior High School Student’s
Perception. European Journal of Interactive Multimedia and Education, 1(1),
e02001. https://doi.org/10.30935/ejimed/8276

Deslandes-Martineau, M., Charland, P., Arvisais, O., & Vinuesa, V. (2020, September
14). Education and COVID-19: challenges and opportunities. Retrieved from
https://en.ccunesco.ca/idealab/education-and-covid-19-challenges-and-
opportunities
 29

Harefa S and Sihombing GLA. Students’ perception of online learning amidst the Covid-
19 pandemic: A study of junior, senior high school and college students in a remote area
[version 2; peer review: 2 approved]. F1000Research 2022, 10:867
(https://doi.org/10.12688/f1000research.52152.2)

Iste, Bello, Knowlton, & Chafin. (2007). Making the Connection: Moore’s Theory of
Transactional Distance and Its Relevance to the Use of a Virtual Classroom in
Postgraduate Online Teacher Education. 43(3), 187–209.
https://files.eric.ed.gov/fulltext/EJ918904.pdf

Khan, M. A., Vivek, V., Nabi, M. K., Khojah, M., & Tahir, M. (2020). Students’
Perception towards E-Learning during COVID-19 Pandemic in India: An
Empirical Study. Sustainability, 13(1), 57. https://doi.org/10.3390/su13010057

‌ Kunwar, R. (2021). Study on Low Performing Students Perception towards

Mathematics: A Case of Secondary Level Community School Students of
Nepal (Vol. 5, p. 1) [Review of Study on Low Performing Students Perception
towards Mathematics: A Case of Secondary Level Community School Students of
Nepal]. Researcher. DOI: https://doi.org/10.3126/researcher.v5i1.41384
Researcher

‌Mejía-Rodríguez, A. M., Luyten, H., & Meelissen, M. R. M. (2020). Gender Differences

in Mathematics Self-concept Across the World: an Exploration of Student and
Parent Data of TIMSS 2015. International Journal of Science and Mathematics
Education. https://doi.org/10.1007/s10763-020-10100-x

Murry, M. (2016, September 6). Age differences in emotion perception: The effects of

the social environment [Review of Age differences in emotion perception: The
effects of the social environment]. International Journal of Behavioral
Development. https://journals.sagepub.com/doi/abs/10.1177/0165025416667493?
journalCode=jbda

Noviani, J. (2021, April). Perceptions of Mathematics Education Students toward E-

learning during the Covid-19 Pandemic [Review of Perceptions of Mathematics
Education Students toward elearning during the Covid-19 Pandemic]. Research
Gate. https://www.researchgate.net/publication/354677604

Rodríguez Martínez, S., Regueiro Fernández, B., Piñeiro Aguín, I., Estévez Blanco, I., &
Valle Arias, A. (2020). Gender Differences in Mathematics Motivation:
Differential Effects on Performance in Primary Education. Minerva.usc.es.
https://doi.org/10.3389/fpsyg.2019.03050

Shuja, A., Qureshi, I. A., Schaeffer, D. M., & Zareen, M. (2019). Effect of m-learning on
student's academic performance mediated by facilitation discourse and flexibility.
Knowledge Mnagement & E-Learning: An International Journal (KM&EL) , 158-
200.
 30

Simon, J. (2020, May 12). Distance Learning: The Complete Guide (2020). Welcome to
the TechSmith Blog. https://www.techsmith.com/blog/distance-learning/

Simonson, M. (2019). Distance learning | education. In Encyclopædia Britannica.

https://www.britannica.com/topic/distance-learning

Tangonan, A. (2022). Impact of Modular Distance Learning on High School Students

Mathematics Motivation, Interest/Attitude, Anxiety and Achievement during the
COVID-19 Pandemic. European Journal of Educational Research, 11(2), 917–
934. https://doi.org/10.12973/eu-jer.11.2.917

Tyaningsih, R. Y., Arjudin, Prayitno, S., Jatmiko, & Handayani, A. D. (2021). The
impact of the COVID-19 pandemic on mathematics learning in higher education
during learning from home (LFH): students’ views for the new normal. Journal of
Physics: Conference Series, 1806(1), 012119. https://doi.org/10.1088/1742-
6596/1806/1/012119

‌ Uwineza, I., Rubagiza, J., Hakizimana, T., & Uwamahoro, J. (2018). Gender attitudes
and perceptions towards mathematics performance and enrolment in Rwandan
secondary schools. Rwandan Journal of Education, 4(2), 44–56.
https://www.ajol.info/index.php/rje/article/view/175131

Villanueva, J. A. (2014). Challenges in the Academic Performance of Selected Students

at
Orani National High School: Basis for a Mathematical Coping Program 

Wasike, A., Michael, P. N., & Joseph, D. K. (2013). Impact of Perception Performance in
Mathematics of Female Students in Secondary Schools in Teso District, Kenya.
WIKIPEDIA. (n.d.). Perception. Retrieved from
https://en.m.wikipedia.org/wiki/index.php

Western Governors University. (2020). Experiential Learning Theory. Western

Governors
University. https://www.wgu.edu/blog/experiential-learning-theory2006.html#close

Wikipedia Contributors. (2018, December 23). Transactional distance. Wikipedia;

Wikimedia Foundation. https://en.wikipedia.org/wiki/Transactional_distance

‌
 31

CHAPTER III

METHODS OF RESEARCH

This chapter presents the methods and techniques, population and sample,

research instrument, construction and validation of instrument, data gathering procedure,

and statistical treatment of data to be employed in the study.

 32

Methods and Techniques of the Study

The study employs a quantitative approach of research, specifically the use of

descriptive correlational method.

As cited by Aquino et al. (2016), quantitative research is the systematic empirical

investigation of observable phenomena via statistical, mathematical, or computational

techniques. The objective of quantitative research is to develop and employ mathematical

models, theories and hypotheses pertaining to phenomena. The process of measurement is

central to quantitative research because it provides the fundamental connection

between empirical observation and mathematical expression of quantitative relationships.

The study will use descriptive correlational method for the purpose of

determining the perceptions of senior high school students toward their mathematics

learning experience during distance learning and to determine if a relationship exists

between these students’ perceptions and their academic performance in mathematics.

According to Bhat (2018), descriptive research is defined as a research method

that describes the characteristics of the population or phenomenon studied. This

methodology focuses more on the “what” of the research subject than the “why” of the

research subject.

In addition, as cited by Asenahabi (2019), correlational research is a non-

experimental quantitative design in which the researcher applies correlational statistics to

measure and describe the degree of association among variables or sets of scores. They

attempt to find relationships between the characteristics of the respondents and their

reported behaviors and opinions.

 33

Moreover, Kim (2016) as cited by Mariano (2017) by states that the descriptive

correlational research describes and predicts how variables are naturally related in the

real world, without any attempt by the researcher to alter them. The correlations do not

manipulate any variables, it only measures the pre-existing variables. The correlations

can examine more than two factors or assign causation between them.

Further, Gray (2015) as cited by Mariano (2017) explains that correlational

research involves the systematic investigation of relationships between or among two

or more variables that have been identified in theories, observed in practice, or both. If

the relationship exists, the researcher determines the type (positive or negative) and

the degree of strength of relationships.

Population and Sample of the Study

The study will be conducted among all Grade 11 senior high school students of

Nagbalayong National High School SY 2021 – 2022.

Table 1
Respondents of the Study

SECTIONS POPULATION
HE 11 – Rectitude 27
HUMSS 11 – Prudence 43
ICT 11 - Fortitude 20
Total: 90

Table 1 presents the population of the study.

As shown in the table, the population or total respondents of the study is ninety

(90) Grade 11 senior high school students. The respondents come from all sections of
 34

Grade 11 including twenty-seven (27) HE 11 – Rectitude students, forty-three (43)

HUMSS 11 – Prudence students, and twenty (20) ICT 11 – Fortitude students.

Research Instrument

The research instrument to be used in the study is a survey questionnaire. The

survey questionnaire will be a researcher-made instrument.

The survey questionnaire consists of two parts.

Part I is about the senior high school students’ profile such as their age, sex, and

academic performance which is their first semester grades in General Mathematics during

SY 2021 – 2022.

For Part II, the researcher-made questionnaire will be used to determine students’

perceptions toward their mathematics learning experience during distance learning to be

consisted of thirty (30) close-ended questions. The items are in a four-point Likert-type

scale in which the respondents will choose their answer, by placing a check mark in the

space provided for every item given.

The following Likert-scale will be used for students’ perceptions.

SCALE DESCRIPTIVE RATING SYMBOL

4 Strongly Agree SA

3 Agree A

2 Disagree D

1 Strongly Disagree SD

Construction and Validation of the Instrument

 35

The researcher will read books, journals, articles, unpublished thesis and

dissertations and other related reading materials for the construction of the questionnaire.

The researcher-made questionnaire to be used about the students’ perceptions

toward their mathematics learning experience during distance learning will undergo first

the test of validity and reliability. The researcher will establish the validity and reliability

through:

a. Face Validity – the questionnaire will be presented to three educators who

manifested authority and expertise in mathematics education.

b. Content Validity – the three educators will check the content of the

questionnaire if it is accurate and sufficient for the study.

c. Reliability of the Instruments – to establish reliability of the instruments, it will

be computed using the Cronbach’s Alpha.

Data Gathering Procedure

School is an organization wherein protocol is strictly observed in dealing with

official business. To ensure smooth flow of the distribution of the questionnaire to the

students as respondents, the researcher will ask the permission or seek the approval of the

Schools Division Superintendent of Bataan for the distribution of questionnaires.

After the permit was secured, the researcher will inform and show the letter to the

school principal of Nagbalayong National High School. Upon approval of the School

Principal, the researcher will begin in distributing the questionnaires. The researcher will

ask first the respondents if they are willing to participate in the study and later explain the

purpose and process of answering the questionnaire. The researcher will also personally

distribute the questionnaires for those students under face-to-face learning classes. While
 36

for those students who are under digital or modular distance learning, the researcher will

make a Google Form and send the link to them. Right after answering the questionnaire,

the data will be gathered, tallied, and tabulated on the format requires on the specific

problems in Chapter I of the study. The researcher will also assure the respondents that

their answers will be private and confidential and will be used solely for the study.

Statistical Treatment of Data

Data gathering procedures and testing will be made in order to find sufficient

information that will support this study. The data to be gathered from this study will be

coded into the data matrix using the Microsoft Excel software which will be treated later

using the Statistical Package for Social Sciences (SPSS) Version 28.

In describing the profile of the respondents in terms of age, sex, and academic

performance of students in General Mathematics during the first semester, descriptive

statistical tests such as frequency, mean and percentage will be used.

For the students’ perceptions of their mathematics learning experience during

distance learning, mean and standard deviation will be used in analyzing the data

gathered.

Furthermore, inferential statistical tests such as independent samples t-test and

analysis of variance (ANOVA) will also be used. The independent samples t-test will be

utilized in determining if a significant difference exists between the senior high school

students’ perceptions toward their mathematics learning experience during distance

learning and their sex. For determining if a significant difference exists between the

senior high school students’ perceptions toward their mathematics learning experience

during distance learning and their age, analysis of variance (ANOVA) will be employed.
 37

Lastly, Pearson R will be used to determine if a relationship exists between the

students’ perceptions toward their mathematics learning experience during distance

learning and their academic performance in mathematics.

The statistical formulas to be used in this study will serve as important tools in

coming up with accurate analysis in determining the students’ perceptions toward their

mathematics learning experience during distance learning.

Notes in Chapter III

Almarashdi, H., & Jarrah, A. M. (2021). Mathematics Distance Learning amid the
COVID
19 Pandemic in the UAE: High School Studentsâ€TM Perspectives. International Journal
of Learning, Teaching and Educational Research, 20(1). Retrieved from
http://ijlter.org/index.php/ijlter/article/view/3201/pdf

Aquino, K., Sacdalan, M., & Gabriel, A. (2016). Mathematical Thinking Skills of

Selected Students: Its Implication to the Twin Goal of Mathematics [Review
of Mathematical Thinking Skills of Selected Students: Its Implication to the Twin
Goal of Mathematics].
 38

Asenahabi, B. (2019). Basics of Research Design: A Guide to selecting appropriate

research design. International Journal of Contemporary Applied Researches, 6(5).
http://www.ijcar.net/assets/pdf/Vol6-No5-May2019/07.-Basics-of-Research-
Design-A-Guide-to-selecting-appropriate-research-design.pdf

Bhat, A. (2018). Descriptive Research: Definition, Characteristics, Methods, Examples

and Advantages | QuestionPro. QuestionPro.
https://www.questionpro.com/blog/descriptive-research/

‌ Mariano, D. A. (2018). Teachers’ Mathematical Competence: Its Relation to Students’

Academic Performance in Mathematics [Review of Teachers’ Mathematical
Competence: Its Relation to Students’ Academic Performance in Mathematics].