Perceptions, Challenges and Coping Strategies of Mathematics Teachers in the Implementation of Limited Face-To-Face Classes
DOI:
https://doi.org/10.31949/ijeir.v2i2.5305Abstract
This study investigated how mathematics teachers at Ozamiz City School of Arts and Trades perceived the implementation of limited face-to-face classes. The researcher purposively identified ten (10) secondary mathematics teachers, parents, and students who have participated in the implementation of limited face-to-face classes. A semi-structured interview was utilized to interview the Mathematics teachers, parents, and students at OCSAT. All online and offline interviews were recorded and verified because the researcher sought to capture the data precisely and comprehensively. Using Merriam Case Study Model, particularly a three-component triangulation, the outcome is supported by the feedback from parents and students to have an authenticity of results from the main respondents. This model helps identify the perceptions, challenges encountered, coping strategies, and suggestions and recommendations by the mathematics teachers in implementing limited face-to-face classes. Results showed that mathematics teachers acquire a sense of positivity because, with almost two (2) years of modular distance learning, teachers become excited to teach again. However, disadvantages occur using this modality that make teachers drained physically and mentally. With inconsistent findings using dissonance theory, the need to resume full in-person instruction was concluded.
Keywords:
Perceptions, Challenges, Coping Strategies, Implementation, Limited Face-to-FaceDownloads
References
Agaton, C. B., & Cueto, L. J. (2021). Learning at Home: Parents' Lived Experiences on Distance Learning during COVID-19 Pandemic in the Philippines. International Journal of Evaluation and Research in Education, 10(3), 901-911.
Agaton, C. B., & Cueto, L. J. (2021). Learning at Home: Parents' Lived Experiences on Distance Learning during COVID-19 Pandemic in the Philippines. International Journal of Evaluation and Research in Education, 10(3), 901-911.. Retrieved from https://eric.ed.gov/?id=EJ1313094
Anzaldo, G. D. (2021). Modular Distance Learning in the new normal education amidst Covid-19. International Journal of Scientific Advances, 2(3), 233-266.
Bernardo, J. (2020). Modular learning most preferred by parents: DepEd. ABS-CBN News. Retrieved from https://news.abs-cbn.com/news/07/30/20/modular-learning-most-preferred-by-parents-deped?fbclid=IwAR14Yqg1sw3G2_e-LcUn8nX3-8dA1ycXGtgaBo_vMjWa-uNxWVglmePU1wg
Bishop, C. (2023). How to prioritize tasks when everything’s important. Ideas. https://www.wework.com/ideas/professional-development/creativity-culture/how-to-prioritize-tasks
Chambers, D., Varoglu, Z., & Kasinskaite-Buddeberg, I. (2016). Learning for all: Guidelines on the inclusion of learners with disabilities in open and distance learning. UNESCO Publishing. https://unesdoc.unesco.org/ark:/48223/pf0000244355
Clarin, A. S., & Baluyos, E. L. (2022). Challenges Encountered in the Implementation of Online Distance Learning. EduLine: Journal of Education and Learning Innovation, 2(1), 33-46. https://doi.org/10.35877/454RI.eduline591
Cottrell, R. (2020). Student Outcomes in Online and Face-to-Face Classes at a Hispanic-Serving Institution (HSI) (Doctoral dissertation, University of Denver). https://digitalcommons.du.edu/etd/1743
Dargo, J., & Dimas, M. (2021). Modular distance learning: Its effect in the academic performance of learners in the new normal. Journal of Education, Teaching and Learning, 6(2), 204-208. 10.26737/jetl.v6i2.2672.
De Jong, J., Leenders, H., Monfrance, M. & Haelermans, C. (2017). Building strong parent–teacher relationships in primary education: The challenge of two-way communication. Cambridge Journal of Education, 49(4), 519-533.. DOI: 10.13140/RG.2.2.34603.54560
DEPED. (2020). Official Statement on the Pilot Implementation of Limited Face-to-Face Classes. https://www.deped.gov.ph/2020/12/15/officialstatement-on-the-pilot-implementation-of-limited-face-to-face-classes/.
DEPED. (2020). On the recall of the President's approval of the pilot run of face-to-face classes. https://www.deped.gov.ph/2020/12/26/on-the-recall-of-the-presidents-approval-of-the-pilot-run-of-face-to-face-classes/#:~:text=December%2026%2C%202020%20%E2%80%93%20Secretary%20Leonor,originally%20scheduled%20in%20January %202021.
DEPED. (2022). On the expansion phase of limited face-to-face classes. https://www.deped.gov.ph/2022/02/02/on-the-expansion-phase-of-limited-face-to-face-classes/
Dollete, R. (2018). [PDF] Modules1to3 – CLSU Open University – free Download PDF. FOUNDATIONS OF EDUCATION. https://nanopdf.com/download/modules1to3-clsu-openuniversity_pdf
Duterte. (2020). OKs limited face-to-face learning in 'low-risk' areas. Business Mirror Retrieved from https://www.proquest.com/newspapers/duterte-oks-limited-face-learning-low-risk-areas/docview/2425870334/se-2?accountid=28547
Fleming, G. (2019). Why Math Is So Hard for Some Students. ThoughtCo. https://www.thoughtco.com/why-math-seems-more-difficult-for-some-students-1857216
Garcia, N., (2022). DepEd issues guidelines for 'progressive expansion' of face-to-face classes after alert level downgrade. [online] l!fe • The Philippine Star. Available at: https://philstarlife.com/news-and-views/416021-deped-guidelines-progressive-expansion-f2f-classes?page=2
Giannini, S., Jenkins, R., Saavedra, J. (2020, May 13). Reopening schools: When, where and how? UNESCO. https://en.unesco.org/news/reopening-schools-when-where-and-how
Gibbs, G. R. (2007). Thematic coding and categorizing. In Analyzing qualitative data(pp. 38-55). SAGE Publications, Ltd, https://www.doi.org/10.4135/9781849208574
Kedraka, K., & Kaltsidis, C. (2020). Effects Of The Covid-19 Pandemic On University Pedagogy: Students'experiences And Considerations. European Journal of Education Studies, 7(8).
Krishnan, S. (2018). Students’ perceptions of learning mode in mathematics. MOJES: Malaysian Online Journal of Educational Sciences, 4(2), 32-41. Available at: https://files.eric.ed.gov/fulltext/EJ1096003.pdf
Lalu, G. P. (2021). Youth group: Vaccines for students first before resuming face-to-face classes. INQUIRER.Net. https://newsinfo.inquirer.net/1395211/youth-group-vaccines-for-students-first-before-resuming-face-to-face-classes
Malik, S. K. (2012). Effects of modular and traditional approaches on students’ general comprehension. Elixir Social Studies, 42, 6228-6231. Retrieved from https://www.elixirpublisher's.com/articles/1350285080-42%20(2012)%206228-6231.pdf
Manila Bulletin. (2022). Parents, students voice opinions on limited face-to-face classes. [online] Available at: https://mb.com.ph/2021/10/29/parents-students-voice-opinions-on-limited-face-to-face-classes/
Merriam, S. B. (1998). Qualitative Research and Case Study Applications in Education. Revised and Expanded from" Case Study Research in Education.". Jossey-Bass Publishers, 350 Sansome St, San Francisco, CA 94104.
Moaje, M. (2021). Some parents hesitant in sending kids back to school. Philippine News Agengy. https://www.pna.gov.ph/articles/1157499V
Molina, C. J. (2018). DepEd reduces teachers’ paperwork. INQUIRER.net. https://newsinfo.inquirer.net/1028889/deped-reduces-teachers-paperwork
Mungan (2021) Geştalt kuramının az bilinen çalışmaları: Bellek [Gestalt theory’s less known studies: Memory], Nesne, 9(19), 147-175. DOI: 10.7816/nesne-09-19-12 [approximate English translation on psyarxiv, link]
Mungan, E. (2021b). Geştalt kuramının problem çözme üzerine çalışmaları ve günümüzün Geştaltı. Nesne 9(20), 354-378. DOİ: 10.7816/nesne-09-20-09 [approximate English translation on psyarxiv, link]
Philippines: President duterte approves limited face-to-face classes in low-risk areas starting 2021. (2020). MENA Report, Retrieved from https://www.proquest.com/trade-journals/philippines-president-duterte-approves-limited/docview/2426388536/se-2?accountid=28547
Plas, A. (2016). High school student perceptions of online classes compared to traditional face-to-face classes. University of South Dakota. Available at: https://www.proquest.com/openview/70816b3615546924df5345e65fc05e53/1?pq-origsite=gscholar&cbl=18750
Prada, E. D., Mareque, M., & Pino-Juste, M. (2022). Teamwork skills in higher education: is university training contributing to their mastery?. Psicologia: Reflexao e Critica, 35. https://doi.org/10.1186/s41155-022-00207-1.
Roman, A. (2021). Experiences of Teachers on Using Modular Distance Learning (MDL) in Teaching Mathematics During the COVID-19 Pandemic. Southeast Asian Journal of Science and Technology, 6(2 (SI). Retrieved from https://sajst.org/online/index.php/sajst/article/view/171
Salamuddin, A. A. (2021). Comparative Analysis of Students' Perceptions in Modular Distance Learning Approach Versus Face-to-Face Learning Approach of Mindanao State University – Sulu. Open Access Indonesia Journal of Social Sciences, 4(4), 395-407. https://doi.org/10.37275/oaijss.v4i2.57
Sarmiento, P., Sarmiento, C., & Tolentino, R. (2021). Face-to-face classes during COVID-19: a call for deliberate and well-planned school health protocols in the Philippine context. Journal of public health (Oxford, England), 43(2), e305–e306. https://doi.org/10.1093/pubmed/fdab006
Sevy-Biloon, J. (2021). Virtual or face to face classes: Ecuadorian university students' perceptions during the pandemic. English Language Teaching Educational Journal, 4(1), 15-24. doi.org/10.12928/eltej.v4i1.3935
Sibona, C., Walczak, S., & White Baker, E. (2020). A guide for purposive sampling on twitter. Communications of the association for information systems, 46(1), 22. https://doi.org/10.17705/1CAIS.04622
Singh, J., Steele, K., & Singh, L. (2021). Combining the best of online and face-to-face learning: Hybrid and blended learning approach for COVID-19, post vaccine, & post-pandemic world. Journal of Educational Technology Systems, 50(2), 140-171. https://doi.org/10.1177/00472395211047865
Soesanto, R. H. & Dirgantoro, K. P. S. (2021). Welcome back to face-to-face: A novel Indonesian issue of students' perceptions towards learning transition. Issues in Educational Research, 31(4), 1249-1269. http://www.iier.org.au/iier31/soesanto.pdf
Summers, J. J., Waigandt, A., & Whittaker, T. A. (2005). A comparison of student achievement and satisfaction in an online versus a traditional face-to-face statistics class. Innovative Higher Education, 29, 233-250.
UNICEF/UNESCO. (2021). Situation Analysis on the Effects of and Responses to COVID-19 on the Education Sector in Asia, Regional Synthesis Report. https://www.unicef.org/rosa/reports/situation-analysis-effects-and-responses-covid-19-education-sector-asia
UN, UNICEF, WHO and UNESCO. (2021). welcome the start of limited in-person schooling in the Philippines. News Release. https://www.who.int/philippines/news/detail/15-11-2021-un-unicef-who-and-unesco-welcome-the-start-of-limited-in-person-schooling-in-the-philippines
UNICEF. 2022. Schools still closed for nearly 77 million students 18 months into pandemic – UNICEF. [online] Available at: https://www.unicef.org/press-releases/schools-still-closed-nearly-77-million-students-18-months-pandemic-unicef
Vonderwell, S., & Zachariah, S. (2005). Factors that influence participation in online learning. Journal of Research on Technology in education, 38(2), 213-230.
Yazan, B. (2015). Three Approaches to Case Study Methods in Education: Yin, Merriam, and Stake. The Qualitative Report, 20(2),134-152. Retrieved from http://nsuworks.nova.edu/tqr/vol20/iss2/12
Yohannes, Y., Juandi, D., Diana, N., & Sukma, Y. (2021). Mathematics teachers' difficulties in implementing online learning during the COVID-19 Pandemic. Journal of Hunan University Natural Sciences, 48(5). Available at: http://jonuns.com/index.php/journal/article/view/581.
Published
How to Cite
Issue
Section
License
Copyright (c) 2023 Meryl Fe Gumera, Elmar B. Ancog
![Creative Commons License](http://i.creativecommons.org/l/by-sa/4.0/88x31.png)
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.