Research Project Proposal

Working Title: Capability of college students to answer the given activities in MMW in the new
learning system
Proponents
Leader: Salamero, Catherine S.
Members:
De Gracia, Sam Aeiser C.
Guevarra, Kristine J.
Irinco, Aliah F.
Lanes, Windy T.
Laudit, Jona Crishel V.
Ontong, Crisha Ann Marie T.
Rasos, Dalisay M.
Samson, Juan Miguel T.
Villesenda, Katrine V.

Background/ Introduction
A. Local Literature
Secretary Briones said that, “Education must continue even in times of crisis whether it may be
a calamity, disaster, emergency, quarantine, or even war. We appreciate the efforts of
Information and Communications Technology Service and Undersecretary Pascua for making
this platform available in these trying times.” In a nationally televised speech, Sec. Briones
declared the opening of classes to 24.7 million enrolled learners and 866,512 teachers in basic
education across the country on October 5, which coincided with the celebration of World
Teachers’ Day.
B. Local Studies
In the field of mathematics, there are educational actions in which e-learning has been
developed as a teaching method. One of the ideas is the ones applied in the MCIEC model
(motivation, context, interactivity, evaluation and connectivity), which entails greater student
involvement. This model allows the student to increase his or her ability to make an effort to
understand mathematical content, thanks to increased interest, motivation and adaptation to the
context. The development of the e-learning method presents improvements if it is applied with
an appropriate teaching and learning method. An example of this is the development of the e-
learning method associated with the GeoGebra resource, which is integrated into the Moodle
platform, improving aspects related to assessment, motivation and student interest. It also
promotes learning in a more meaningful way and adapts assessment to students’ needs.
The Coronavirus disease (COVID-19) crisis had put us into a lion’s den like situation. Every
aspect of our lives is truly affected, not only our economic security but also our educational
framework. In responds to the needs of learners, especially of the 3.5 million tertiary-level
students enrolled in approximately 2,400 HEIs in the country, certain HEIs have implemented
proactive policies for the continuance of education despite the closure. These policies include
modified forms of online learning that aim to facilitate student learning activities. Online learning
might be in terms of synchronous, real-time lectures and time-based outcomes assessments, or
asynchronous, delayed-time activities, like pre-recorded video lectures and time-independent
assessments (Oztok et al., 2013). Case in point are top universities in the country, viz., De La
Salle University (DLSU), Ateneo de Manila University (ADMU), the University of Santo Tomas
(UST), and the state-run University of the Philippines, Diliman (UPD). [1]
C. Foreign Literature
Academic self-esteem (ASC) is the academic self-awareness of one's general abilities in school
(Shavelson et al., 1976). This also applies to students' interest in a particular course according
to Joyce & Yates (2007). This idea was widely explored in the field of mathematics and
ultimately formed a field of study called the mathematical self-concept conforming to Lee &
Kung (2018), Pajares & Miller (1994), and Reyes (1984). The mathematical self-concept refers
to the confidence that one is learning new subjects in mathematics, doing well in mathematics
classes, and doing well on mathematics tests stated by Reyes (1984). In pursuant to Bong &
Skalvik (2003), this also applies to an individual's perception of his or her math-related abilities
compared to others. Further, this is due to advances in mathematics (Lee & Kung, 2018).
Therefore, it is important to understand how students perceive their ability to learn mathematics.
However, some studies have been studied in the context of face-to-face learning, teacher or
classmates (Bong & Skalvik, 2003; Lee & Kung, 2018; Pajares & Miller, 1994; Reyes, 1984).
Moreover, while previous studies have elucidated barriers to online learning in the context of the
COVID-19 pandemic, mathematical self-concepts in the context of online learning have not yet
been explored, in line with Baticulon et al. (2021) and Fabito et al. (2021). The radical shift from
face-to-face learning to online learning platforms has presented challenges for students. The
transition to an online learning platform requires access to devices, the Internet and physical
learning spaces, and strong habits of student autonomy. Due to the digital divide, device
ownership is an ongoing challenge for effective implementation of online learning. In developing
countries, intermittent Internet connections remain a barrier to effective online learning, in
accordance with Salac & Kim (2016).
The transition from a school environment to a home learning environment is another concern for
students. Students who do not have access to an individual's physical online learning
environment may be disrupted by noise and other disturbances, stated by Baticulon et al. (2021)
and Bringula et al. (2021). Teaching methods have also changed. In particular, some parts of
the curriculum content require students to learn on their own such as asynchronous sessions.
This task may not be part of the lab with facet facet setup. A student's ability to assimilate and
study lecture material during asynchronous sessions presents challenges for online learners.
These barriers have been shown to hinder the effective implementation of online learning.
However, it is unclear whether these variables have a significant relationship with students' self-
esteem, like students' perceived ability to take online math courses, in online math education.
In other words, during this COVID-19 pandemic, technical, personal, institutional, and social
barriers to online learning have been revealed, but the relationship between these limitations
and mathematics-students in a fully online classroom (Baticulon et al., 2021 and Fabito et al.,
2021) The concept of is not yet known. Also, according to Lee & Kung (2018), existing
guidelines for improving online math education do not address math self-assessment in online
learning. Understanding student pride in math early in the implementation of online learning can
help educators improve or diversify their online math teaching strategies. Therefore, it is
essential to understand the relationship between these variables and students' math self-
esteem in an online learning environment.
D. Foreign Studies
According to Krishnan, Saras (2016) International University, Malaysia. The study “Students’
Perceptions of Learning Mode in Mathematics” aims to see the student’s perception of the face-
to-face component and the online component in a hybrid mathematics course. Mathematics
teaching and form of learning has changed over time, in terms of assessment form and the
advancement in technology. In terms of traditional learning, students have the proper learning
environment and teachers can provide opportunities in collaborating upon a mathematical
problem. In an online learning mode, the convenience especially in terms of time, flexibility and
accessibility. (Callaway, 2012).
Scida and Saury (2013) pointed out that the success of any hybrid course depends on two
factors. First, online activities and the use of computers 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.
Yongjian Zhen, “Improving students’ math problems-solving skills in a computer assisted
learning environment” California State University (1999), The study aims to examine the positive
effects of assisted learning environments upon math problem-solving skills in a computer
particularly on high school students. There are lots of barriers or difficulties upon learning math
concepts, new forms of teaching methods have arisen. (Webb, 1994) also shows that
instructional programs, focused on improving students' ability to help others in cooperative small
groups, can have significant positive effects on their behavior and learning outcomes in school
mathematics.

Research Problem
Various school efforts have been made to continue studying even on vacation. From the above
description, the following problem occurs:
a. What is the students' capability in answering Math activities before new learning modality or
online learning?
b. What is the students' capability in answering Math activities after new learning modality or
online learning?
c. Is there differences in students' capability in answering Math activities before and after new
learning modality or online learning?
Research Questions
1. What might happen if lower-year students rely more on the new learning system when it
comes to studying math activities?
2. In terms of using technology, how can we assure the level of knowledge that students
can have in learning mathematics?
3. What is the best way to improve the new learning modality upon teaching mathematics?
4. What are the positive effects upon relying on new learning modality?

Hypothesis

Theoretical Framework

Conceptual Framework
The conceptual framework serves as a guide for a thorough understanding of this study. It
shows and explains the relationships among the different variables involved in a student's
capability to answer math activities.

Figure 2: Conceptual framework of the study

Figure 2 shows the factors that affect the capability of students to answer the given activities in
MMW in the new learning modality which are the concepts, opinions, experiences. According to
Anh, N. V. (2017) interactive activities such as teacher–student interaction, student–student
interaction, student–content interaction and student–technology interaction are considered.
Undergraduate students participated in the blended learning course in which formative
assessment was used to evaluate student learning outcomes by the combination of different
learning activities through a learning management system. The quantitative results obtained by
using regression analysis of data from the system showed that the students who effectively
interacted with learning activities in the course have better results. Quantitative analytical results
indicated that student–student interaction has a greater impact on student learning outcomes.
These learning activities are used for interactive activities as suggestions for teachers to design
and implement learning activities for blended learning courses.

Significance of the Study

This study aims to know the capability of college students to answer the given activities in MMW
in the new learning system. The findings of this study will significant to the following:
To students, it will help them to think that assessment can play an important role in
demonstrating the new forms of mathematics learning that students must attain. Assessments
show pupils what they should learn. They define and give actual meaning to desirable learning
objectives.
To teachers, this will help them to understand students’ written work, examine their thinking, and
respond to the various ways they may use to solve an issue. Teaching necessitates the capacity
to perceive the mathematical possibilities in a problem, size it up, and adapt it to a specific set of
students.
To parents, they will learn to talk to their children about their math assignments and be able to
check their understanding. Embracing informal math thinking, such as through games that focus
on counting or patterns.
To school, this will show that the study of mathematics develops problem-solving skills, which is
perhaps the most significant reason to study math. All citizens must be able to reason and think
critically about a situation. The mental processes linked with learning mathematics encourage
our brains to seek logical solutions.
To researchers, this will suggest that improving students’ reasoning may improve their
mathematical abilities. Overall, directly teaching reasoning skills in mathematics may help
develop students’ mathematical abilities.
To future researchers, it will enable them to comprehend patterns, quantify relationships, and
forecast the future. Math helps us comprehend the world, and the world helps us understand
math.

Methodology
A. Research approach
In this study, we will use the qualitative research method to collect data that will be
used throughout the study. The Qualitative research involves collecting and analyzing non-
numerical data to understand concepts, opinions, or experiences (Bhanda, 2020). We use this
method because we want to know the impact of a new learning modality or online classes on a
student's ability to answer math activities.
B. Research design
The research design that we will use in this study is a Phenomenological research design.
Phenomenology is an approach to qualitative research that focuses on the commonality of a
lived experience within a particular group. The fundamental goal of the approach is to arrive at a
description of the nature of the particular phenomenon (Creswell, 2013). This research design
will aid us in determining the impact of a new learning system and the ability of a study to
respond to math activities before and after the pandemic. The Independent variable of this study
is the new learning modality or online classes. The dependent variables are the capability of a
student to answer math activities. The confounding variables are the IQ and the loss of focus
that influence the independent and dependent variable. The IQ that influences the ability to
answer math activities, as well as the loss of focus, influence the math activities to be
completed.
C. Sampling Techniques
The following are the sampling techniques of this study; target population are the students
who’s taking up the Mathematics in the Modern World in first semester. Target sample is Dr.
Irene Solano’s students. Sampling technique being used is randomized because there is no
systematic process how to gathered the survey. Statistical techniques are descriptive research
because they summarize features from a set of data, whereas descriptive statistics are the
process of using and analyzing those statistics. And the sample frame for this study are the
students who’s enrolled to Dr. Irene P. Solano’s class this academic year 2021-2022 where they
can be drawn to participate in this study as a sample.
Sampling computation using G*Power:
 Expected Output

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