INTRODUCTION

This part presents the rationale of the study, objectives of the study, literary survey,

theoretical framework, conceptual framework, scope and limitation of the study,

significance of the study, and definition of terms

Rationale of the Study

Mathematics is commonly one of the subjects in which the students are afraid of

studying the subject that receives a lot of comments and a number of them are not

interested to take the subject. When a person hears 'Mathematics' the first thing that

comes to his mind are numbers, problem-solving, computations, etc. and the common

statements of the students are; frightened by the subject, intricate, hard to cope with the

different process of solving mathematical problems.' but the researchers believed that

'Appreciating math means appreciating one’s difficulties in life.'

It is commonly accepted that math is difficult, obscure, and of little interest to

certain people. The study of math carries with it a stigma and people who are talented in

math are often treated as though they are quite normal. Mathematics has importance over

and above the application of basic numeracy skills. It is also the prime vehicle for

developing student’s logical thinking and higher-order cognitive skills. Mathematics also

plays a major role in a number of other scientific fields, such as physics, engineering and

statistics. In this connection, a positive attitude towards mathematics among students is

an important goal of mathematics education in many jurisdictions.

Math Teachers: Bracing for the new normal states that mathematics is a subject

that is facile to inculcate but hard to acquire and being a Math Teacher, they must restore

ignorance, assist undergraduate to inculcate, and never drag them into contrast,
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miscarriage and embarrassment so that they will perceive, facing and experiencing

beggary makes them determined and motivated to understand the lesson or topic.

Generally, undergraduates consider mathematics as the hardest subject and as Rommel

Saladino says, this is the universal truth (Saladino 2020).

The recent pandemic COVID -19 has disrupted over 90% of the undergraduates.

The schools around the country adapted quickly the viable strategy described as online

distance learning or what they call as "new normal" to allow the undergraduate and

instructor to comprise even without the physical contact or face-to-face instruction. To

help the educators manage in this new form of teaching and learning, Kasama Teachers

Community (Ka- Science, and Ka-Mathematics) has implemented Webinars and are

being launched by the University of the Philippines National Institute for Science and

Mathematics education development (JG summit Team 2020). Earlier this year, they

created a website, kasamateachers.ph which they call a one-top hub for communication,

collaboration, learning, and development for science and math educators. Apart from that,

this platform allows educators to gain and share the best access to professional

development opportunities and practices.

The article on Facilitating Learning Mathematics Through the Use of Instructional

Media, this utilization of media amends learning and instructing supplements to deal with

learning feasible guidance invention and understudies' information and the learning

destination of the subject Mathematics wherein by making use of media undergraduate

will be able to capture, interface and aids them to discontinue their knowledge on the

subject as well as motivates them (Capuno et al., 2019)

At this point of the pandemic, teaching has never been easy for the teachers and for
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the undergraduates to learn. Mathematics has been considered an inflexible subject and

the abiding idea of it as the hardest to learn should be erased. Whether it is face-to-face

classes or a new normal type of education, mathematics should be appreciated.

Most of the students think negatively whenever mathematics subject is present,

whether they like it or not, this subject will be part of their life, if they will just realize

and have a deep thought about it, math is everywhere, not just in school but in their day

to day life, everything they do, math has something to do with it, whether in counting,

paying bills, riding a vehicle, buying for necessities, etc.

Teaching and learning mathematics in the new normal is a tough task to do, not

everyone appreciates the beauty of mathematics, problems and difficulties may arise so

the researchers decided to make an exploration on the online distance learning to seek

information considering asynchronous and synchronous mode of teaching and learning

particularly to determine the challenges encountered and be able to recommend solutions

in addressing the issue.

The article on National Survey of Medical Students in the Philippines discusses the

barriers in time of the pandemic COVID1-19 as well as the different technologies used

during the online learning. The result manifests that among the 3670 medical students in

the Philippines, 93% of the respondents owned a smartphone and 83% owns a laptop or

desktop computer and to be able to access online resources, 79% of the undergraduate

had a postpaid internet subscription while 19% used prepaid mobile data. Under

prevailing circumstances, only 1505 undergraduates which is only 41% contemplate

themselves as physically and mentally capable of engaging in online learning. The

barriers were sorted, namely; technological, individual, domestic, institutional, and

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community barriers (Baticulon 2021).

Distance Education: A Systems view of Online learning of Michael G. Moore and

Greg Kearsley (2011), states that, the emphasis of online learning is on the systems

approach in which the selection and organizing of the material in text should be

researched-based with rigid principles of teaching and learning as well as its authors give

their broad experience and expertise in explaining how to teach online as well as the new

technologies employed, characteristics of undergraduate, organizational structures, and

global perspectives.

Online journal of distance learning administration is a medium teaching and

learning that has grown in the past 10 years as indicated by the number of higher

education institutions that offer courses and/or full degree program via distance learning.

This review denoted the factors that motivate and determine participation in the distance

education, specifically in a web-based, online platforms.

Online distance education in relation to the historical perspective and practical

application of Margaret Morabito explains that many educators are interested in online

distance education, in particular internet-based schooling but there is an underlying

assumption in this mode of teaching and learning due to the lack of documentation in the

early development of online distance education, deficiency of experience, and practicing

online schools. Furthermore, most of the learners are unaware of the long and

distinguished history of education but demands a continual internet-based instruction as

well as public demand for traditional institutions to accept non-traditional method of

study.

The recent issue Covid-19 pandemic has a big impact on higher education system
 5

in Indonesia where lecturers and students have to carry out online teaching and learning

process. This study aimed to investigate the higher education students’ perception on

online learning during covid-19 pandemic and the supporting factors and constraints

during online learning. This study used descriptive method. The total respondents were

103 students of Stikes Banyuwangi who joint Intensive English class in the 2020-2021

academic year. The results indicated that students have positive and negative perceptions

on online learning. Online learning offers flexibility but it also presents various

constraints such as unstable signal, some students were less motivated, more difficult to

practice conversation, and high cost of internet.  Mostly students (91%) prefer face to

face learning to online learning. In conclusion the important factors in conducting online

learning are the availability of supporting tools, stability of internet access, and

applications of online learning must be easy to access, attractive, motivating and in the

form of combination among several online learning media to provide the best way in

delivering and accepting the material during teaching learning process (Laili, R. N., &

Nashir, M. 2021).

COVID- 19 Pandemic brought a challenging role to the students and teachers

where the Digital media needs to be well designed attractive as it is the main tool for

learning and acquiring new knowledge and skills. This can also have an impact on

motivating and learning outcomes of the learners, especially in the field of education. In

online learning, digital media is an alternative in helping the learning process.

Therefore, aqualitative research was conducted. The subjects of this study were

seventh grade students of SMP HKBP Lubuk Pakam for the 2020-2021 Academic Year

who applied online learning assisted by realistic mathematics comic videos. Based on the
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results of the provision of a learning motivation questionnaire, it was found that the

average learning motivation of students who were taught using realistic mathematics

comic videos in online learning was high which was assessed based on six indicators,

namely responsibility, trying to excel, liking challenges, independence, fortitude, and

resilience. This is a positive attitude that supports efforts to improve learning outcomes,

especially in online learning (Sipayung, T. N., et al 2020)

The schools’ continuing endeavor toward a better education today have

challenged and inspired the researchers to conduct this study to identify and analyze the

problems and difficulties encountered by students towards mastering learning

competencies in mathematics. It cannot be denied that teachers can make and unmake a

learner. Poor performance in mathematics can be traced back to teachers’ failure to impart

the necessary knowledge, skills, attitudes, and values to students. Anything a teacher does

and fails to do in the classroom affects the learner. In addition, Sin Son (2013) confirmed

that the teacher is the most critical factor in attaining quality education and the single

most potent element in the complete structure of an effective mathematical program.

Hence, the teachers should be aware of the problems and difficulties that affect the

performance of their students.

This Pandemic (COVID-19( as created a massive disruption of the educational

systems, afecting over 1.5 billion students. It has forced the government to cancel

national examinations and the schools to temporarily close, cease face-to-face instruction,

and strictly observe physical distancing. These events have sparked the digital

transformation of higher education and challenged its ability to respond promptly and

efectively. Schools adopted relevant technologies, prepared learning and staf resources,
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set systems and infrastructure, established new teaching protocols, and adjusted their

curricula. However, the transition was smooth for some schools but rough for others,

particularly those from developing countries with limited infrastructure (Pham &

Nguyen, 2020; Simbulan, 2020)

Inevitably, schools and other learning spaces were forced to migrate to full online

learning as the world continues the battle to control the vicious spread of the virus.

Online learning refers to a learning environment that uses the Internet and other

technological devices and tools for synchronous and asynchronous instructional delivery

and management of academic programs (Usher & Barak, 2020; Huang, 2019).

Synchronous online learning involves real-time interactions between the teacher and the

students, while asynchronous online learning occurs without a strict schedule for diferent

students (Singh & Thurman, 2019). Within the context of the COVID-19 pandemic,

online learning has taken the status of interim remote teaching that serves as a response to

an exigency. However, the migration to a new learning space has faced several major

concerns relating to policy, pedagogy, logistics, socioeconomic factors, technology, and

psychosocial factors (Donitsa-Schmidt & Ramot, 2020; Khalil et al., 2020; Varea &

González-Calvo, 2020).

With reference to policies, government education agencies and schools scrambled

to create foolproof policies on governance structure, teacher management, and student

management. Teachers, who were used to conventional teaching delivery, were also

obliged to embrace technology despite their lack of technological literacy. To address this

problem, online learning webinars and peer support systems were launched. On the part

of the students, dropout rates increased due to economic, psychological, and academic
 8

reasons. Academically, although it is virtually possible for students to learn anything

online, learning may perhaps be less than optimal, especially in courses that require face-

to-face contact and direct interactions (Franchi, 2020).

It is in this context that the present study was conceived, to identify the

applications commonly used in mathematics instruction along two modalities of learning,

analyze the problems and difficulties encountered by students towards mastering learning

competencies in mathematics and solutions to address the challenges encountered in

mathematics in instruction.

Objectives of the study

The foremost objective of this study is to know the respondents’ challenges

encountered in mathematics instruction along two modalities of learning. Specifically, it

aimed to study the following objectives:

1. Identify the applications commonly used in mathematics instruction along with;

a. Synchronous Modality

b. Asynchronous Modality

2. Cite the challenges encountered in mathematics instruction by the Bicol College

Tertiary Student in the new normal along;

a. Synchronous Modality

b. Asynchronous Modality

3. Recommend solutions to address the challenges encountered in mathematics in

instruction.

Assumptions
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In terms of statistical survey that may vary on several assumptions. This

assumption incorporates consideration of the measurement of the variables, population

distribution, and sample size. Nevertheless, without exceptions, all survey presumed total

enumeration of 13 mathematics major undergraduates of Bicol College in tertiary level,

school year 2021-2022 and under consideration to be distributed on the respondents,

retrieved, and collected completely.

The assumptions for the study are the following:

1. Majority of the undergraduates use Google meet under synchronous modality,

Google classroom and messenger for asynchronous modality, therefore online distance

learning is executed.

2. Some of the challenges of the undergraduates encountered during synchronous and

asynchronous modality are power interruption and poor internet connection.

3. Once or twice a week Google meet for queries, clarification, and discussion and

the remaining days will be done asynchronously.

Literature Survey

Nowadays, having the recent issue, COVID-19 Pandemic, the greatest relevance of

blended learning programs and an online class is currently used. Since year 1970s

technology is gradually changing the mathematics education and influences its nature.

Like for instance, the traditional employment of procedures is becoming less important

because of the adaptation of these technologies, like the math application; Photomath,

Geogebra, etc. in other words, the traditional way of learning and acquiring knowledge in

mathematics subject is continuously changing as of today.

Recently, there has been an explosion of studies relating to the new normal in
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education. While many focused on national policies, professional development, and

curriculum, others zeroed in on the specifc learning experience of students during the

pandemic. Among these are Copeland et al. (2021) and Fawaz et al. (2021) who

examined the impact of COVID-19 on college students’ mental health and their coping

mechanisms. Copeland et al. (2021) reported that the pandemic adversely affected

students’ behavioral and emotional functioning, particularly attention and externalizing

problems (i.e., mood and wellness behavior), which were caused by isolation,

economic/health effects, and uncertainties. In Fawaz et al.’s (2021) study, students raised

their concerns on learning and evaluation methods, overwhelming task load, technical

difficulties, and confinement. To cope with these problems, students actively dealt with

the situation by seeking help from their teachers and relatives and engaging in

recreational activities. These active-oriented coping mechanisms of students were aligned

with Carter et al.’s (2020), who explored students’ self-regulation strategies.

In another study, Tang et al. (2020) examined the efficacy of different online

teaching modes among engineering students. Using a questionnaire, the results revealed

that students were dissatisfied with online learning in general, particularly in the aspect of

communication and question-and-answer modes. Nonetheless, the combined model of

online teaching with flipped classrooms improved students’ attention, academic

performance, and course evaluation. A parallel study was undertaken by Hew et al.

(2020), who transformed conventional flipped classrooms into fully online flipped classes

through a cloud-based video conferencing app. Their findings suggested that these two

types of learning environments were equally effective. They also offered ways on how to

effectively adopt videoconferencing-assisted online flipped classrooms. Unlike the two

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studies, Suryaman et al. (2020) looked into how learning occurred at home during the

pandemic. Their findings showed that students faced many obstacles in a home learning

environment, such as lack of mastery of technology, high Internet cost, and limited

interaction/ socialization between and among students.

In a related study, Kapasia et al. (2020) investigated how lockdown impacts

students’ learning performance. Their findings revealed that the lockdown made

significant disruptions in students’ learning experience. The students also reported some

challenges that they faced during their online classes. These include anxiety, depression,

poor Internet service, and unfavorable home learning environment, which were

aggravated when students are marginalized and from remote areas. Contrary to Kapasia

et al.’s (2020) findings, Gonzales et al. (2020) found that confinement of students during

the pandemic had significant positive effects on their performance. They attributed these

results to students’ continuous use of learning strategies which, in turn, improved their

learning efficiency. Finally, there are those that focused on students’ overall online

learning experience during the COVID-19 pandemic.

One such study was that of Singh et al. (2020), who examined students’ experience

during the COVID-19 pandemic using a quantitative descriptive approach. Their findings

indicated that students appreciated the use of online learning during the pandemic.

However, half of them believed that the traditional classroom setting was more effective

than the online learning platform. Methodologically, the researchers acknowledge that the

quantitative nature of their study restricts a deeper interpretation of the findings.

Unlike the above study, Khalil et al. (2020) qualitatively explored the efficacy of

synchronized online learning in a medical school in Saudi Arabia. The results indicated
 12

that students generally perceive synchronous online learning positively, particularly in

terms of time management and efficacy. However, they also reported technical (internet

connectivity and poor utility of tools), methodological (content delivery), and behavioral

(individual personality) challenges. Their findings also highlighted the failure of the

online learning environment to address the needs of courses that require hands-on

practice despite efforts to adopt virtual laboratories. In a parallel study, Adarkwah (2021)

examined students’ online learning experience during the pandemic using a narrative

inquiry approach. The findings indicated that Ghanaian students considered online

learning as ineffective due to several challenges that they encountered. Among these were

lack of social interaction among students, poor communication, lack of ICT resources,

and poor learning outcomes. More recently, Day et al. (2021) examined the immediate

impact of COVID-19 on students’ learning experience. Evidence from six institutions

across three countries revealed some positive experiences and pre-existing inequities.

Among the reported challenges are lack of appropriate devices, poor learning space at

home, stress among students, and lack of fieldwork and access to laboratories

Growing use of the internet in educational contexts has been prominent in recent

years. In this survey paper they describe how the internet transforms mathematics

classroom and mathematics teacher education, they use several reviews as references of

use of the internet in mathematics education settings that is made in recent years to

determine how the field has evolved. Identified the three domains in which new

approaches are being generated by mathematic educators: principles of design of new

settings; social interaction and construction knowledge; and tools and resources

(Engelbrecht, J. et al 2020).
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The article on Blended learning, e-learning and mobile learning in mathematics

education focuses on identifying the recent advances in research on digital technology in

the field of mathematics education. To conduct the survey, the researcher used internet

search engines with keywords related to mathematics education and digital technology

and have reviewed some of the main international journals and identified five sub-areas

of research, important trends of development, and illustrate them using case studies:

mobile technologies, massive open online courses (MOOCs), digital libraries and

designing learning objects, collaborative learning using digital technology, and teacher

training using blended learning (Borba et al., 2016).

The article on Enhancing learning engagement during COVID-19 pandemic: Self-

efficacy in time management, technology use, and online learning environments

examines the structural relationship among self-efficacy (SE) in time management, SE in

technology use, SE in an online learning environment, and learning engagement due to

the global COVID-19 pandemic, online learning became the only way to learn during this

unprecedented crisis. The participants of the study were 1205 undergraduates who were

enrolled in a residential undergraduate program in South Korea in spring semester, 2020.

The online survey was administered to collect data for this research and the survey results

were analyzed using structural equation modeling in which SE indicates the influential

role of SE in an online learning environment on learning engagement of online learners.

(Heo, H., et al 2021).

The article on Academic performance of K-12 students in an online-learning

environment for mathematics increased during the shutdown of schools in wake of the

COVID-19 pandemic investigates how school closures in 2020 influenced the

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performance of German students in a curriculum-based online learning software for

mathematics. The analyzed data from more than 2,500 K-12 students who computed over

124,000 mathematical problem sets before and during the shutdown, and found that

students’ performance increased during the shutdown of schools in 2020 relative to the

year before. The analyses also revealed that low-achieving students showed greater

improvements in performance than high-achieving students, suggesting a narrowing gap

in performance between low- and high-achieving students. We conclude that online

learning environments may be effective in preventing educational losses associated with

current and future shutdowns of schools (Spitzer, M. W. H., & Musslick, S. 2021).

In continuous process, the traditional way of teaching and learning is timely

changing, the classroom, as we know it, has become a virtual environment. Digital

Technology is 'deconstructing' the notion of the traditional teaching and learning in which

mobile technology is been recognized and designed concerning mathematical content in

which learners are given a chance to access solving mathematical tasks and sharing

mathematical explorations with the application of these new technologies. Informed by

the literature related to student engagement, the current study aimed to investigate the

extent to which primary students reported being engaged with mathematics when

learning at home in contexts where teachers had previously been pursuing inquiry-based

learning approaches.

Studies from the United States have reported on the impact of teaching and

learning during the pandemic (Hamilton, et al., 2020; Reich et al., 2020; USA TODAY &

Ipsos, 2020). Reich et al. (2020) interviewed 40 teachers across the United States, in a

range of school sectors during 2020, to describe their professional experiences during the
 15

pandemic. The study highlighted three main challenges for teachers. These were: (1)

Teachers struggled to motivate students, (2) Teachers experienced burnout and loss of

their identities as teachers, and (3) Inequalities were exacerbated for students with special

needs or from non-well-resourced districts. USA TODAY and Ipsos (2020) reported that

many parents (60%) and teachers (86%) expressed concerns about how students were

progressing academically during remote learning. Hamilton et al. (2020) reported

teachers were having a harder time doing their job remotely (83%) and believed that

students were falling behind due to learning from home (76%). Also, only 12% of

teachers reported covering all or nearly all of the curriculum they would have covered

had face-to-face learning continued, and the authors raised concerns about students’

readiness for the next grade level.

Likewise, Australian studies have also found similar difficulties for teachers and

students during COVID-19. The findings from an online survey of more than 3500

teachers across Australia and New Zealand in April 2020 described the potential impact

of enforced distance teaching and learning during COVID-19 on teachers, children and

educational outcomes (Flack et al., 2020). The responses revealed that teachers were

“under extraordinary pressure - dealing with unfamiliar technologies and teaching

methods, struggling with additional demands for preparation, worrying about the lack of

social contact with students and colleagues, and fearing for the educational and

psychological welfare of students, particularly those in early primary school” (p. 3).

Several themes were identified in relation to meeting the needs of students through online

learning. The most common concerns were student isolation and their well-being. These

social needs were ranked higher than a potential learning loss. Teachers were also
 16

concerned that the loss of social interaction in the classroom would decrease the

effectiveness of their teaching, and 39% of Australian teachers reported being only

somewhat confident or not at all confident in their school’s ability to meet students’

learning needs online. Related to this 37% of Australian teachers were concerned that

students lacked access to the technology or internet, also 36% and 38% were concerned

that students lacked technology support from a parent or guardian, and learning support

from a parent or guardian, respectively. In light of the concerns for students’ (and

teachers’) well-being the study made a range of recommendations one of which was

lessoning the learning targets and lowering expectations. As previously mentioned,

students from disadvantaged backgrounds are likely to be more at risk of falling behind

during remote learning. Results from PISA in 2018 (Thomson, 2020) compared the home

learning environments of low and high socioeconomic status (SES) 15-year-olds in

Australia. While 88% of 15- year-olds reported having a quiet place to study at home, this

varied from 78% for low SES to 96% for advantaged students. Similarly, 84% of

disadvantaged students reported they had a computer at home to use for schoolwork as

compared to 99% for advantaged students. These data did not take into account whether

parents and siblings were now working or studying at home, and therefore putting extra

strain on students and families to negotiate access to potentially limited devices in the

home. Further, parent beliefs and values around the use of technology at home, or

students’ ‘screen time’, may add to the complexity of access to devices.

An article on the application of cooperative learning model during online learning

in the pandemic period states that In improving the quality of school education and

learning in the future, it is necessary to change the mindset that will be used as the basis
 17

for implementing a learning program. What's more in the co-19 pandemic period that

requires students to be able to study at home without interacting in class for a while? In

the past the learning process was conventional, namely face-to-face in class. But even

then, most teaching processes are still dominated by teachers. As a result, teaching and

learning activities place more emphasis on teaching and not on learning. Learning

activities favour the interests of those who teach. Efforts for learning to be focused on

students, it is necessary to apply a cooperative learning model which is a form of change

in mind set in learning activities at school. However, during this pandemic, the next

challenge is how the cooperative process can take place in the online learning process.

The absence of a physical meet up becomes an obstacle that can be minimized by the

adaptation of the teacher in the distance learning process. In this case the teacher no

longer dominates the learning activities, but rather becomes the facilitator and mediator

of the process. The cooperative learning model is designed by giving opportunities to

students together to build their own knowledge. (Silalahi, T. F., & Hutauruk, A. F. (2020)

"The COVID-19 Pandemic has paused the world and has paused mathematics

education"

A Comparative Study: Higher Education Students’ Perceptions of Online Learning

during COVID-19 discusses that the pandemic and subsequent ‘lockdowns’ dramatically

changed the educational landscape of higher education institutions. Before-COVID-19,

traditional universities had choices in pedagogical practice, which included a variety of

teaching delivery modes. The full impact of this sudden shift to digital platforms on all

cohorts of students is still unclear. A measure of disruption to the normal student learning

experience, especially for those attending traditional universities, was inevitable.

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Moreover, this disruption was varied depending on the University’s country and

the country’s lockdown logistics. This international, comparative, quantitative research

project investigated and explored higher education students’ perceptions of emergency

eLearning during the COVID-19 pandemic. Experiences of students at universities in

three countries were evaluated in terms of four dimensions: (1) home learning

environment, (2) engagement, (3) participation preference, and (4) impact on learning

skills. The research revealed significant differences between the participating universities

students’ experiences. The most important differences were in the ‘home learning

environment’, followed by ‘engagement’ and the perception of ‘impact on learning

skills’. The differences in the ‘home learning environment’ can be attributed to the

differing economic and digital development of the surveyed countries: South Africa,

Wales, and Hungary. Finally, different cultural backgrounds suggest a noticeable

difference in student engagement, participation, and learning skills (Cranfield, D. J., et al

2021).

Piaget's theory on developmental constructivism explains that children maintain

acquiring number concepts and functions by construction. Piaget pointed out that every

learner is capable of good mathematical reasoning if attention and determination is

present, having activities that possess their interest and gives them emotional inhibitions,

a feeling of superiority that he excels in mathematics.

Mathematical understanding and number sense were discussed, cognitive scientists

and educators were moved beyond Piaget describing the way mind operate and shift with

the use of computers, network, connections, etc. Connections with the external

representation of mathematical ideas can be constructed by the learners and with the
 19

internal representations of ideas, constructed a network of knowledge in which

understand its ways how information is presented especially in mathematical ideas, its

procedures, and solution.

The article on Online learning for undergraduate health professional education

during COVID-19: Jordanian medical students' attitudes and perceptions discusses the

popularity of online learning that increased tremendously in response to the needs of

students amid outbreaks of emerging infectious diseases and concentrated on the learner's

perspectives involved with the transition from traditional to online learning. The aim of

this study was to assess students' attitudes towards online learning as well as the

perceived preparedness and barriers. A descriptive, cross-sectional, correlational web-

based survey design was used to recruit eligible participants from five Jordanian

government universities. A Facebook-based campaign and snowball sampling approach

were used to recruit potential survey participants. The results show that 1,210 medical

college students decided to take part in this online survey. Students' attitudes and

perceived preparedness for online learning were moderate, while perceived barriers were

high. This study revealed a connection between students' attitudes toward online learning

and their gender, major, living area, college level, and prior experience. The main

obstacles to online learning were an unstable Internet connection, a lack of motivation,

and a lack of instructions and concluded that, majority of students had mixed feelings

about online learning and were largely supportive of conventional classroom learning.

Students were pessimistic about their chances of learning professional skills and core

competencies online (Muflih, S., et al 2021).

Everyone is experiencing difficulties in life not only in necessities neither in the

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field of education because of the timely issue, COVID-19 pandemic. Teaching and

learning mathematics subject is a tough task to deal with. Even before the pandemic

learners are already having a hard time coping and acquiring knowledge, Now, having the

timely issue, learning, understanding mathematics is getting even harder and with the

help of new technologies and its tools, undergraduate is still learning even without the

physical contact or face to face instruction and it is in a form of synchronous and

asynchronous, hindrances, disadvantages may arise and it is relevant.

The article on Distance learning in the era of COVID-19 explains that the novel

coronavirus (SARS-CoV-2) pandemic has necessitated a dramatic shift in how our

dermatology residents and fellows are educated. Distance or online learning has become

the norm, and several national and international academic societies have combined

resources to assure that continuing medical education occurs during this difficult time.

The purpose of this communication is to review select online resources available to

dermatology trainees and to encourage our colleagues to continue to advance our

specialty through distance learning (Schneider, S. L., & Council, M. L. 2021).

Student engagement, including cognitive, emotional and behavioural engagement

is fundamental to effective learning, student achievement and well-being (Finn &

Zimmer, 2012; Fredricks, Blumenfeld, & Paris 2014). Cognitive engagement includes

“flexibility in problem solving, preference for hard work, and positive coping in the face

of failure” (Fredricks et al, 2014, p. 64). Emotional engagement refers to students’

affective reactions that include interest, boredom, happiness, sadness and anxiety

(Skinner & Belmont, 1993). Behavioural engagement includes involvement in learning

tasks and behaviours such as effort, persistence, attention and contributing to class
 21

discussion (Skinner & Belmont, 1993). Collectively, these dimensions of engagement

have been defined as “an emotional involvement or commitment to some object”

(Bempechat & Shernoff, 2012, p. 317-318). Disengaged students are at risk of lower

academic achievement and poorer social outcomes (Angus et al., 2009; Hancock &

Zubrick, 2015).

Research suggests that engagement is malleable. For example, Bishop and

Kalogeropoulos (2015) found that mathematics students labelled by their teachers as

engaged or disengaged showed a mixture of engaged and disengaged practices across

time. Engagement behaviours may be promoted or facilitated by features of the

classroom environment (Skinner, 2016). These may include “social relationship, contexts,

and tasks [and] pedagogical caring, support from parents and peers, goal structures,

autonomy support, school climate, disciplinary and management strategies, and the

nature of the academic work” (p. 145). However, the extent to which these exist is likely

to differ in a remote learning environment. Shernoff (2013) outlined some of the major

differences with the online learning environment as compared to the classroom face-to-

face environment. However, in the online environment “this self-regulatory environment

goes out the window. It becomes the student’s responsibility to interact with the course.”

(p. 316). Shernoff suggested that without sufficient self-regulatory behaviors, real time

feedback and social interaction, students may lose motivation, may procrastinate with

tasks, may underestimate the time it takes to complete a task, and students who are poorly

organised or have competing agendas may fail to perform the task. To increase

engagement, he suggested that online tools should be used to increase collaboration, the

exchange of ideas, and exploration.

 22

The article on Engagement Matters: Student Perceptions on the Importance of

Engagement Strategies in the Online Learning Environment discusses the students’

engagement increases student satisfaction, enhances student motivation to learn, reduces

the sense of isolation, and improves student performance in online courses. This survey-

based research study examines student perception on various engagement strategies used

in online courses based on Moore's interaction framework. One hundred and fifty-five

students completed a 38-item survey on learner-to-learner, learner-to-instructor, and

learner-to-content engagement strategies. Learner-to-instructor engagement strategies

seemed to be most valued among the three categories. Icebreaker/introduction

discussions and working collaboratively using online communication tools were rated the

most beneficial engagement strategies in the learner-to-learner category, whereas sending

regular announcements or email reminders and providing grading rubrics for all

assignments were rated most beneficial in learner-to-instructor category. In the learner-

content category, students mentioned working on real-world projects and having

discussions with structured or guiding questions were the most beneficial. This study also

analyzed the effect of age, gender, and years of online learning experience differences on

students' perception of engagement strategies. The results of the study have implications

for online instructors, instructional designers, and administrators who wish to enhance

engagement in the online courses. (Martin, F., & Bolliger, D. U. 2018)

The study on students’ creative thinking ability aimed to determine the impact of

Posing-Exposing-Doing-Evaluating (PEDE) in mathematics during the new normal that

employed a quasi-experimental pretest-post-test that is exposed to Productive Failure

Model and Conventional Method. The analysis revealed that learners that is exposed to
 23

PEDE performed significantly better in terms of creative thinking ability and

recommended PEDE can be used by the mathematics educators in asynchronous learning

approach and also incorporate activities that demands present various clearly defined

solutions to foster students’ creative potential (Casing & Roble 2021).

The Challenges of Online Learning During the Covid-19 Pandemic requires

almost all human activity to shift to digital media, including education services. Now,

education services must adapt to online learning methods. This change is a challenge for

Indonesian education, which must also prepare students to adapt to face the challenges of

the era of Society 5.0. This study aims to obtain information about online learning from

home during the Covid-19 pandemic at the junior, senior, vocational, and university

levels in Indonesia. Researchers also analyzed the differences in the mastery of learning

technology in students and educators. This study used a questionnaire distributed via

Google forms to students and educators using Facebook, e-mail, and WhatsApp Group

(WAG). The total sample in this study was 108 educators and 386 students. From the

independent sample t-test test, the following results were obtained: the mastery ability of

MS office software and online learning technology in students was higher than students

with significant differences; there was no significant difference between teacher and

lecturer perceptions regarding the role of learning technology in the classroom and on the

educational process of students. The success of online learning was highly dependent on

several integrated components, such as students, educators, learning resources, and the

technology used. The researcher also found several disadvantages of online learning, such

as student discipline, lack of internet access, and lack of social interaction, common

challenges for educational organizations and stakeholders (Hermanto, Y. B., &

 24

Srimulyani, V. A. 2021).

An article on Online learning quality control in the pandemic Covid-19 era in

Indonesia.. stste that the Covid-19 pandemic that hit the world in early 2020, has rapidly

changed the structure of people's lives, including Indonesia. The world of education is

forced to replace face-to-face learning with online learning. The Rector of UNP has

followed up on the central government policy to shift the face-to-face (conventional)

learning process into online learning. For this reason, the UNP Quality Assurance Center

needs to ensure that the implementation of online learning has gone well and is able to

meet the predetermined learning-outcame (LO). Through the distribution of learning

assessment instruments circulated using google-form to 40,000 UNP students, it was

found that 4820 respondents had filled in the instrument. From the respondents' answers,

it is known that 99.3% of the lecturers have conducted online lectures, 58% of them are

according to the schedule. From the aspect of student readiness, 43.9% were ready,

40.5% were not ready. Furthermore, 50.2% of the lecturers provided guidance well,

44.4% sometimes, and only 5.4% did not. The main obstacles for students: 39.8% less

stable internet and 47.7% signal difficulties and no signal at all 12.4%. Other difficulties

are 82% internet access, 75.9% credit fees, 63.7% tuition fees, and 51.6% other

difficulties. E-learaning process at UNP has been going well and can meet the learning

outcomes that have been set. To improve the quality of better learning outcomes, it is

necessary to improve the quality of network infrastructure by Telkom, increase the

quality of instructional learning by lecturers, and provide credit subsidies for students.

(Giatman, M., Siswati, S., & Basri, I. Y. (2020).

Theoretical Framework
 25

In this section, the theoretical framework is presented and is shown in figure 1.

Theories of mathematical study and mastery was used by Romberg (Grouws 1992), stated

that there is no extensive agreement on the definition of study; how and what represents

ideas that learning takes place. Few uttered, it is observable changes in behavior, and

others say that it is the creating of disequilibrium.

Psychologists created contrast philosophic assumptions about the study procedure.

Thorndike theory on “Behaviorism (1992),” uttered that study regulate by forming

connections between the environment and stimuli and is functional to the responses and

are called associations which is recommended in mathematics, for example students

perform much drill and redress procedures and facts to strengthen mental bonds.

This theory would help the researcher explain her objective number 1 because

Behaviorism is a psychological theory of human development that posits that humans can

be trained, or conditioned, to respond in specific ways to specific stimuli and that given

the correct stimuli, personalities and behaviors of individuals, and even entire

civilizations, can be codified and controlled.

Dewey's theory on “Reconstruction or Reorganization of Experience (1916),”

uttered that understanding and study is the application of experience which increases the

ability to direct the course of subsequent experience. In other way around Dewey (1938),

noted that he used the word understanding rather than knowledge because knowledge

means ‘information” for other people. It is static, there is no guarantee that

understanding-the spring of intelligent action-will follow from it.

This theory would help the researcher explain her objective number 2 because

through experiences the undergraduates will learn about the world and challenges’ they
 26

face and be able to do better, build eagerness to learn and acquire new knowledge and

skills and strive for success.

Piaget (1973) and his co-workers, proposed that in learning, children will pass

through developmental stages. This theory is called developmental constructivism which

maintains that children acquire numbers concepts and operations by construction from

the inside and not by internalization (Romberg 1969)

Piaget's theory on “Developmental Constructivism (1968),” defined that every

usual
 27

Figure 1

Theoretical Paradigm
 28

learner is capable of good mathematical reasoning if attention and apprehension is

directed to exertion of his interest and a feeling of inferiority in the lessons of

mathematics are removed.

This theory would help the researcher explain her objective number 3 because the

two of the key components which create the construction of an individual's new

knowledge are accommodation and assimilation. Assimilating causes an individual to

incorporate new experiences into the old experiences.

This causes the individual to develop new outlooks, rethink what were once

misunderstandings, and evaluate what is important, ultimately altering their perceptions.

Accommodation, on the other hand, is reframing the world and new experiences into the

mental capacity already present. Individuals conceive a particular fashion in which the

world operates. When things do not operate within that context, they must accommodate

and reframing the expectations with the outcomes.

Conceptual Framework

In this section, the conceptual framework is presented and is shown in figure 2.

This study is intended to (1) Identify the applications commonly used in mathematics

instruction along with synchronous and asynchronous modality, (2) Cite the challenges

encountered in mathematics instruction by the Bicol College tertiary students in the new

normal along; synchronous and asynchronous modality (3) Recommend solutions to the

challenges encountered in mathematics instruction. To fulfil the research goals, the

researchers designed and administered (internet-based) checklist through Google forms,

email and messenger.

The new mode of learning, a “new normal” in education established as a

 29

precaution

Figure 2
 30

Conceptual Paradigm

against the COVID-19 pandemic. The challenges encountered by the undergraduates is

normal, teachers and the administrators are undoubtedly concerned with maintaining the

undergraduate engage with learning.

This study gave positive feedback to the institution and accord guidance especially

in the development of teaching and learning process under mathematics subject along

synchronous and asynchronous modality and could be implemented in schools.

In virtual classroom application, technology helped the undergraduates to

participate and be involved with the class discussion. It offered different applications they

can use in their learning process that builds attentive collaboration with their professors

and classmates. Technology makes learning in mathematics possible and assimilates the

development for interactive distance education.

This will expand to the community, the learning process of the undergraduates and

produce a globally competitive individuals that are capable of facing difficulties and aid

to solve the problems using the different applications and being knowledgeable enough of

using technology in improving higher order thinking skills in dealing with mathematics

subject.

Scope and Limitation of the Study

The recent study aimed to determine the challenges encountered along

mathematics instruction by the tertiary undergraduates of Bicol College along

synchronous and asynchronous modality for academic year 2021-2022. The study

focuses on the challenges as well as the commonly used applications in the new normal.

There are 16 mathematics major students with earned units at Bicol College,
 31

excluded the three (3) researchers therefore, the research sample was limited to 13

tertiary students and were required to answer the provided questionnaires.

Significance of the Study

The study would be beneficial to the following:

Students. The study will assist to the learners to have an idea on the different

modalities used in the process of learning, be able to provide solutions to address the

challenges encountered in mathematics instruction and be prepared enough in facing the

online distance learning and applying of digital technology.

Teachers. The results in this study will raise awareness to the teachers on the

difficulties faced by the undergraduate during synchronous and asynchronous modality.

In that, they can come up with possible solutions in addressing difficulties.

Parents. The study will guide the parents to help their children in using technology

and always be wiser enough in using social media. They can also motivate their children

at points of disappointments, tiredness, pressure to prevent anxiety and depression.

School Administrators. The study will raise awareness in relation to the condition

and struggles faced by the undergraduate and be able to recommend solutions and will be

easier on their part in coping with such topic and still participate during the teaching and

learning of mathematics subject.

Commission on Higher Education (CHED). The study can provide information

to the CHED regarding the condition and struggles faced by the students and propose

resolutions to be able to address the issue.

Community. The study will help them how learning mathematics is important in

everyday life and the subject should be appreciated instead of being afraid of it.
 32

Researchers. This study aims to produce affirmative results which varies to the

study and give the researchers the opportunity to pursue their interest.

Future Researchers. The study will serve as their basis especially for those who

want to continue and append more information similar to the recent study.

Definition of terms

The succeeding terms used in this study is described conceptually and

operationally.

New Normal. A new way of living such as, a persons’ life, work, and

communication with other people. In education, all schools will have blended or purely

online learning in which application of technology is needed in teaching and learning

platforms.

MOOCs (Massive Open Online Courses). Are online courses which aim to

ample participation in open access via web

Synchronous. Is a virtual teaching and learning approach in which learners has a

chance to raise questions regarding the discussion or tasks and the instructor have the

chance to check if undergraduate is learning during virtual meeting.

Asynchronous. Is a non-virtual form of teaching, with the power of technology

and its application like, google classroom, Gmail, etc. the teachers can be able to share

the topics needed to learn by the students

Modular. Is done in a process of physical contact with parents and teachers, a

printed material that is distributed for the students learning.

Social Media. Having different applications like Facebook, messenger, etc. helps

the students to still be connected and have a chance to communicate with other people.
 33

Google Classroom. This application simply aims to distribute or upload

assignments, activities, output, etc. for the learning of the students.

Technology. It is a process, skills, and method used to aim a specific goal

depending on the purpose of the users.

Face-to-face. Traditional way of teaching and learning via a face-to-face

instruction wherein raising questions is easy, free to express themselves without any

conflict.

Digital Technology Devices. are systems that generate or process the data.

Gadgets are the digital technology which is used not just in gaming but also in schools to

acquire new knowledge.

COVID-19 Pandemic. COVID-19 or coronavirus is a disease that affects people

in different ways. Pandemic, the virus is considered as pandemic because affects the

primary and normal living of the people. Education, job, businesses, etc. are affected this

is the reason why people are not allowed to go out and have physical contact with one

another. Safety health protocols are mandated by the government to address this issue and

prevent it from spreading.

Online distance learning. Is a process of teaching and learning that uses

technology and mobile data to be able to participate in online learning, also an

educational process wherein students receive instructions, lessons, activities online by

means of application like google classroom.

Blended Learning. It is a style of education which the undergraduate learned via

online and electronic media as well as combining it with traditional teaching.

Electronic learning. It is online learning which uses technology to be able to

 34

acquire knowledge even without the face-to-face instruction. The different applications

used in the teaching and learning process like; Google Meet, Messenger, Facebook,

Gmail, Google classroom, Zoom, Google forms, etc. for as long as learning is concerned.

METHODOLOGY

A methodology is a particular course of action or method which is used to identify

select, process and analyze information about a specific topic; it allows the reader to

critically evaluate a study’s overall validity and reliability. This part of the research

includes the research design, instrumentation, and data gathering procedures, sources of

data, sampling design, study site, and data analysis plan.

Research Design

The researcher used the descriptive quantitative method of research. The

descriptive method deals with primary data or available data taken from the respondents

and secondary data taken from the internet. Quantitative method is used which focuses on

calculating the collected and analyzed the data that formed from a deductive approached

which gives highlights in testing of theory shaped by the empiricist and positivist

philosophies concerning this study and the modalities used mentioned in the objectives of

the study particularly, Synchronous and Asynchronous. The researchers prepared a survey

checklist and used by the researchers to deal with specific aspects to address the study.

Research Instrument

This section states the instrumentation of the study ‘Challenges encountered along

Mathematics Instruction by the Bicol College Tertiary students in the new Normal.' The

survey checklist was used by the researchers and the collected data and information from

the respondents. The questions of the survey were revised from a source in the internet
 35

(https://www.questionpro.com/blog/distance-learning-survey-questions-for-students)

without changing the flow to suit the study and was able to gather information, sought

answers along the objectives as well as the different variables mentioned in the study

Data Gathering Procedures

The gathered data was done by the researchers through the presentation of a letter

approved by the Dean of the College of Teacher Education.

Next, the researchers had an internet-based survey checklist, which they revised to

suit the study. After that, they had a direct online distribution of survey to the 13 BS

Education major in Mathematics of Bicol College in the academic year 2021-2022

through messenger and email. Lastly, they collected and interpreted the responses of the

respondents to address the objectives in this study.

Sources of Data

The researchers worked on the collected data. The primary origin of data were the

respondents who came from the tertiary 3 rd and 4th year of Bicol College mathematics

undergraduates for academic year 2021-2022 because the study deals with the challenges

encountered along mathematics instruction in the new normal and since it focuses on

mathematics of course the students taking up BSED major in Mathematics are suitable to

be the respondents of this study while the secondary origin of data were taken from the

internet website, articles, and journals and other e-books available in the college library.

Sampling design

The field researchers applied the total enumeration sampling. There were 16

students enrolled taking up Bachelor of Secondary Education, major in Mathematics of

Bicol College excluding the three researchers. Therefore, the researchers selected
 36

thirteen learners in the tertiary level who were earning regular number of units. The

findings of the study were common to the entire population and gave assistance to the

researchers the facts and figures about the students’ challenges and the commonly used

applications along with synchronous and asynchronous modalities and were able to

recommend solutions through online distance learning.

Table A

Respondents of the Study

RESPONDENTS 3rd Year 4th Year TOTAL

A. Main Respondents of
the Study (3rd and 4th year 10 3 13
BSED Mathematics S.Y.
2021-2022)

Study Site

Bicol College is track down in Sagpon Daraga, Albay, a private, non-sectarian

educational establishment founded in 1941 and has a branch called the Juban Institute

in, Sorsogon. Undergraduate and graduate programs are available at Bicol College.

Students interested in studying at the institution can take courses in education, library

science, nursing, criminology, accounting, hospitality management, and law as well as

offers elementary and secondary education in addition to tertiary programs.

The online distance education is the new classroom setup of the school in facing

the recent issue, COVID-19 pandemic. To have an active collaboration between the

teachers and the learners, synchronous and asynchronous modalities were executed for

the effective and efficient learning process of the students. Technology serves as the

main source to made teaching and learning possible as well as helps the students to be
 37

knowledgeable and innovative in terms of skills and understanding with the application

of different technologies, but there are also challenges faced by undergraduates in

dealing with the online distance learning.

Data Analysis Plan

The data analysis plan provided important data, collected from the respondents

and assisted the researchers in sorting out unnecessary information and proceed with the

other data. As a result, the researcher saved time and effort to eliminate confusion. The

researchers never predicted the outcome depending on the available data or even before

collecting the data that may led to bias in the research to avoid non-congruent

discussions.

The current study used ranking of frequency and descriptive statistics, which

included numerical (mean, percentage) and tabular for summarizing the data and

extracted important information to contemplate the objectives of the research study.

The number of occurrences of a certain object in a collection of data is defined as

its frequency. The researchers used descriptive statistics such as mean and

percentage to calculate students' cumulative scores on the survey questionnaires.

The Formula for the computation of the mean of score is

x=
∑x
n

Where: x = mean

∑x = Sum of the frequency

n = number of the frequency

The Percentage formula used to transmute the score into percentage form.
 38

f
P= × 100
N

Where: P = Percentage 100 = Constant

f = Frequency

N = Total number of the frequency

RESULTS AND DISCUSSION

This section summarizes the data gathered provides analysis, and expounds the

results. The computation of certain results looked for patterns with regards to the

relationship of the existing group of data. The research data analysis is a process used by

the researchers for reducing data to a story and interpreting it to derive insights

(LeCompte and Schensul). The process of giving substance to the data is known as

interpretation, a procedure of evaluating data through predefine processes and will give

assist to assign meaning of the results to arrive at a pertinent conclusion accountable to

the sample's limitations as well as the tools chosen and used in the study.

A survey questionnaire is handed-down in this study. A set of systematized

questions followed a fixed scheme in collecting the data about the recent study. The

checklist taken from internet-questionpro.com/blog/distance-learning-survey-questions-

for-students was aligned to the objectives of this study. Furthermore, explanations are

provided below

1. Commonly used application in mathematics instruction along synchronous and

asynchronous modality.

Having the challenges encountered along mathematics instruction in facing online

distance learning, technology as a resource has a significant role that help the learners to
 39

increase their knowledge and skills during synchronous and asynchronous modality.

Online learning application among academic world has grown rapidly and concentrated

on characteristics of learners’ experiences for instance collaboration, online course

quality and certain learning management system (Alexander & Golja, 2007); (Lester &

King, 2009). The researchers come up with a survey checklist to identify the different

applications used in mathematics instruction by the respondents along with the two

variables relatively be useful to both teachers and students to facilitate active

collaboration.

Table 1

Commonly used application in Mathematics Instruction along Synchronous

Modality

N = 13

Frequency Percentage
SYCHRONOUS (f) Rank (%)

Google Meet 10 2 76.9 %

Zoom 6 3 46.2 %

Google Duo 5 4 38.5 %

Messenger 12 1 92.3 %

GoToMeeting 2 5 15.4 %

Table 1 shows the responses to the applications commonly used in

mathematics instruction by the undergraduates during the online distance learning

along synchronous modality. Having the collected data above under synchronous
 40

modality, 92.3 percent of the undergraduates used messenger application, showing

that the virtual conferencing is commonly happening on messenger for active

collaboration and discussion. Google Meet application got the second highest

percentage of 76.9 percent, using this application for virtual meeting is formal and

more convenient especially in teaching and learning process. Zoom application

got 46.2 percent, being 3rd in the ranking above. This application is also used by

the respondents depending on the requirement of the teacher since it requires

excellent internet connection, which not all of them can afford to attend to, about

38.5 percent for Google duo, 15.4 percent for GoToMeeting, and the remaining

applications not mentioned got 0 percent, which are not used by the

undergraduates in virtual meeting. The gathered data shows the result of the

applications commonly used in mathematics instruction by the students during

asynchronous modality. Rank 1 obtained the highest percentage of 92.3 and

explains that majority of the tertiary undergraduate of Bicol College pursuing BS.

Ed major in mathematics uses the messenger application during their virtual

meeting, Messenger rooms is a video conferencing which allows up to 50

participants at a time which collaboration and discussion are commonly done.

Virtual medium of teaching and learning is increasingly growing and influences

the undergraduates learning considering some of these factors; environment

factors, task and non-virtual reality factors which includes important variables

requiring the presence of others in virtual environment, competitiveness,

immersion, focus and feedback (Thomas et. al 2018). Rank 8.5 obtained the

lowest percentage which includes the following applications; Skype, Slack, Big-
 41

Blue-Button, Blue-Jeans, Whereby and Blackboard Collaborate and not used by

the undergraduate during virtual conferencing.

Mobile Applications Tools for Students in Secondary Education an

international journal of interactive technologies (Zoe et. al 2018), supports the

findings of the researchers’ which discusses that technology has the potential to

improve many aspects of daily life, including learning that is proven to increase

students’ engagement and learning outcomes. With the recent advances in the

capabilities of smart mobile devices and their growing penetration rate among the

student cohort, it is possible to take advantage of these devices which is designed

to foster students’ knowledge and learning. With these devices and by making use

of technology, they can download applications which can help them in

participating video conferencing.

Table 1.1

Commonly used application in Mathematics Instruction along Asynchronous

Modality

N = 13

Frequency Percentage
ASYCHRONOUS (f) Rank (%)

Google Classroom 11 3.5 84.6 %

Power Point Presentation 11 3.5 84.6 %

Edmodo 6 6 46.2 %

Gmail 12 2 92.3 %

Messenger 13 1 100 %
 42

Google Forms 10 5 76.9 %

Quizziz 5 7 38.5 %

Quiz Cards 2 8 15.4 %

Table 1.1 shows the responses to the applications commonly used in mathematics

instruction by the undergraduates during the online distance learning along asynchronous

modality. Based on the collected data for asynchronous modality, 100 percent, which is

majority of the undergraduates used messenger application for updates, announcements,

clarification and activity purposes. Gmail application got the 2 nd rank having a percentage

of 92.3, used by the undergraduates during asynchronous modality for sending activities,

assignments given by their professors. Google Classroom and Google Form application

got 84.6 percent, or 3.5 in the rank shown above. Google Classroom is useful as it made

activities, announcements, quizzes, etc. organized with corresponding month, day and

time while PPT is an application the student can use in creating reports. Google Forms

got the 5th rank which had a percentage of 76.9. This application is used to answer

quizzes and examinations, 46.2 percent for Edmodo app, 38.5 percent for Quizziz, which

some of the respondents were also using this application for the purpose of short and long

quizzes yet depending on the teachers’ requirement, 15.4 percent for Quiz Cards and the

remaining application which were not mentioned are the application which majority of

the students did not use it during the asynchronous modality.

The gathered data manifested that the result of the commonly used applications in

mathematics instruction by the undergraduate during asynchronous modality clarified

their choices. The highest percentage obtained 100 percent (Rank 1) which concluded

that majority of the BS. Ed major in mathematics 3rd and 4th year of Bicol College school
 43

year 2021-2022 used messenger application during their asynchronous modality.

Messenger application is used for updates, announcements, clarification and activity

purposes the lowest percentage is 0 (Rank 10.5). Majority of the students are not using

this application during the asynchronous session namely: Discussion Board, Blogs,

Digital Library, and Ahaslide.

The article on National Survey of Medical Students in the Philippines discusses the

barriers in time of the pandemic COVID1-19 as well as the different technologies used

during the online learning. The result showed that among the 3670 medical students in

the Philippines, 93% of the respondents owned a smartphone and 83% owned a laptop or

desktop computer and to be able to access online resources, 79% of the undergraduates

had a postpaid internet subscription while 19% used prepaid mobile data. Under

prevailing circumstances, only 1505 undergraduates which was only 41% contemplate

themselves as physically and mentally capable of engaging in online learning. The

barriers were sorted, namely; technological, individual, domestic, institutional, and

community barriers (Baticulon 2021).

Garrison (2000), discusses that the theoretical interests and developments in the

field of distance education have progressed from a preoccupation with structural concerns

to teaching and learning issues. The emergence of new asynchronous and synchronous

communication technology has made collaborative distance education possible as well as

experiences based on adaptive teaching and learning transactions, motivating this

transactional shift in the recent advances in communication technology and innovative

social learning theory.

This new collaborative era of distance education has been largely shaped by the
 44

ability of computer mediated communication (CMC) which creates a community of

learners from a distance but the challenge of this way of transactions is how to construct

frameworks and models that explain, interpret, and shape practice.

2. Challenges encountered along mathematics instruction by the Bicol College

Tertiary Students in the new normal

Challenges in facing online distance learning are significant factors which affect

learners’ performance during synchronous and asynchronous session. According to

Llenares et. al (2021), in terms of methods employed the undergraduate, resource

management and utilization were used, learning environment should be conducive to

learning, technical aptitude, time management and learning environment control. In this

study, identifying learners’ perception and experience on the online distance learning

along with the two variables can be useful for the teachers to uphold effective and

efficient learning process. Questionnaires were distributed to thirteen respondents from

Bicol College who identified the challenges encountered by reflecting on students’

perceptions, performance and experiences.

Table 2 presents the gathered responses to the challenges encountered in

mathematics instruction by the undergraduates along synchronous and asynchronous

modality. Based on the results above, 100 percent of the undergraduates’ experience

power interruption and poor internet connection, these hindrances has a big impact in

their learning process as well as in the adaptation of new knowledge, budget for load got

the 3rd rank, having a percentage of 92.3, which concludes that most of them had a

problem in load budget, without the load they cannot join and participate virtual

meetings, for rank 4.5, having a percentage of 69.2 which indicates that distance and
 45

environment is also a challenge in online distance learning as well as lack of gadgets and

weather, being 6.5 in the rank, having a percentage of 53.8, of course without the gadgets,

it is hard for them to attend online distance learning, weather is also a challenge as it

affects the internet connectivity and lastly, not knowledgeable enough of using digital

technology got a percentage of 38.5, which is also a challenge, if the undergraduates is

not knowledgeable in using these new technology of course it is hard for them to adjust,

collaborate and participate in the class.

Table 2

Challenges encountered along mathematics instruction by the Bicol College Tertiary

Students in the new normal

N = 13

CHALLENGES ENCOUNTERED ALONG Frequenc Percentag

MATHEMATICS INSTRUCTION IN THE y Ran e
NEW NORMAL (f) k (%)

a. Poor Internet connection 13 1.5 100 %

b. Lack of Gadgets 7 6.5 53.8 %

c. Not knowledgeable of enough of using digital

technology 5 8 38.5 %

d. Power Interruption 13 1.5 100 %

e. Environment is not conducive for learning 9 4.5 69.2 %

f. Budget for Load 12 3 92.3 %

g. Weather 7 6.5 53.8 %

 46

h. Distance 9 4.5 69.2 %

The gathered data shows students’ challenges encountered in mathematics

instruction in the new normal. Rank 1 obtained the highest percentage of 100 which

manifest that the undergraduate experienced power interruption and poor internet

connection and not be able to attend virtual classes. This means to say, majority of the

undergraduates of Bicol College pursuing Bachelor of Secondary Education Major in

Mathematics were having a hard time coping and attending virtual classes in which

learning and acquiring knowledge was also affected and rank 8 obtained 38.5 percent, as

explained, being not knowledgeable enough in using digital technology, had an impact in

online distance learning along synchronous and asynchronous modality and adjustments

would be hard in terms of participation and collaboration with the class.

Students’ online learning challenges during the pandemic and how they cope with

them: The case of the Philippines (Barrot, J.S. et. al 2021), supports the researchers’

findings on the challenges encountered by the students’ reflecting on their perception,

performance, and experiences. This study of Barrot discusses the education system

considering today’s uncertainties that is vital to gain a nuanced understanding of

understanding learners’ online learning experience in times of COVID-19 pandemic.

using the mixed-methods approach, the finding revealed that the online learning

challenges of college students varied in terms of type and extent. The greatest challenge

was linked on their learning environment at home while the least was technological

literacy and competency. Inevitably, these developments compelled educational

institutions to migrate to full online learning until face-to-face instruction is allowed.

 47

The study on attractiveness, benefits, challenges, concerns and recommendations

which is an overview of online education (C.S. Li & B. Irby 2008), explained that online

education grown phenomenally over the past 10 years and increased accessibility of the

internet and created vast opportunities for the teachers and learners. This World Wide

Web gives opportunities for the non-traditional education as social media plays an

important role in higher education classes. Social media are increasingly visible

especially in academic settings as instructors visualize technology to mediate and

enhance their discussion as well as promote active learning for undergraduate (Tess

2013).

3. Solutions to the challenges met by the respondents in online learning

Challenges are vital at this point of pandemic but it doesn’t make a person less

especially experiencing problems and mistakes rather a motivation to continue learning.

In this study, the respondents encountered challenges in mathematics instruction dealing

with online learning along with asynchronous and synchronous modalities. In relation,

the researchers come up with a variety of possible solutions in addressing the issue.

The article on attractiveness, benefits, challenges, concerns and recommendations

under the overview of online education discusses that online education has grown

tremendously over the past 10 years and had an increased accessibility of the internet and

created vast opportunities for the teachers and learners. World-wide-web (WWW) gave

opportunities for the non-traditional education through this new medium (Karber 2003).

Technology made teaching possible under online learning and provide facile learning

material.

Major Final Output

 48

Explanatory note: The main purpose of this plan is to address the challenges

encountered along mathematics instruction by the students along synchronous and

asynchronous modality to be able to cope up in the lesson as well as to adapt new

knowledge and skills.

Title: Challenges encountered along mathematics instruction by the Bicol

College Tertiary Students in the new normal

Areas of Objectives Activities/ Persons Resources Time Expected

Concerns strategies involved needed frame Outcome
a. Poor To improve The parents Student money School The
Internet internet and student / year student
connection connection must decide teacher/ 2021- can now
on what parents 2022 join and
internet is participate
appropriate in online
on their place class.
and must
know how to
operate
b. Lack of To have Parents and Student money School The
Gadgets accurate students must / year student
gadgets/ allocate some teacher/ 2021- can lessen
modules budget to parents 2022 the
corporate. obstacle in
joining
Teachers can virtual
provide class.
modules for
those students
who cannot
participate
online
discussion
c. Not To improve Parents, Student Money, School The
knowledgeabl student’s teachers and / technology, year student is
e of enough of knowledge students must teacher/ skill 2021- able to use
using digital of using need to parents 2022 and
technology digital explore in operate
technology order to learn digital
using digital technology
technology with
himself.
 49

d. Power To have a Conduct an Student money School Students

Interruption second asynchronous / year can still
option tosession, for teacher/ 2021- learn and
still conductinstance, parents 2022 acquire
the lesson activities or new
assignments knowledge
by sending it and skills
through
email, google
classroom,
etc. with
corresponding
date of
submission
e. To improve The student Student Well- School
Environment environment must place / ventilated year The
is not that’s is somewhere teacher/ classroom, 2021- student
conducive for conducive which is parents free from 2022 can learn
learning for learning conducive for harm and easily with
learning noise, etc. calmness
on their
mind.
f. Budget for To have Need to Student money School The
Load budget for allocate / year student
load budget teacher/ 2021- can join
parents 2022 the class
easily.

Conclusions

This section discusses the conclusions based on the findings in this study.

1. Commonly used application in mathematics instruction during synchronous

and asynchronous modality.

Distance learning is now accepted as part of the mainstream of educational system

and becoming more indispensable as people will always choose to learn anytime and

anywhere. The technology kept the learning process which is capable of giving solutions

to the crisis students are facing. Making use of wireless or mobile technology which is

driving the growth of students’ adaptation with the new learning process and as a tool,
 50

smartphones, laptops, tablets, computers or desktops is being used. One of the benefits of

distance learning is the flexibility it offers to the undergraduate, not only in learning

neither increases their skills and become digital technology literate.

2. Challenges encountered along Mathematics Instruction by the Bicol

College Tertiary Students in the New Normal

Teaching and learning as of today, considering the recent pandemic is a tough task

to embrace with, experiencing uncertainties, anxieties and fears. Misconceptions may

arise and might fail in learning and understanding such topics but since technology is

becoming important nowadays dealing with the issue will just be easy. Bracing the recent

issue affects a lot of industries especially in education, the primary role of digital

technology with online learning is by making use of the internet, most institutions use it

to a more engaging manner to improve access in learning and become more reliable,

viable and sometimes affordable. The challenges encountered by the undergraduate are

vital, but technology gives opportunities to shift challenges and hindrances into

motivation to have adequate collaboration

3. Solutions to the challenges met by the respondents in online learning

The goal of this study is providing solutions to address the challenges encountered

in mathematics instruction by the students in the new normal was met as digital

technology plays a significant role in making the learning process in online education

possible. Making use of the different technologies as a tool in learning to gain knowledge

as well as to grasp clear information and the different gadgets used; mobile phones,

laptops, desktop or computers and tablets to download educational applications used

during asynchronous and synchronous session. The findings also explained above that in
 51

the learning process of the students and adaptation in the advancement of technology,

imposing support in acquiring knowledge and skills as it motivates them in doing good in

virtual classes as well as boosts their confidence and determination.

Recommendations

This section presents the recommendations to improve the study,

1. It is recommended that the school should continue providing students with access to

the basic technologies that are most important to their academic success.

2. Schools that offer online courses or programs should make an effort to present to the

teachers about the efficacy of synchronous and asynchronous session for achieving

student learning outcomes.

3. It is recommended that the school institutions and academic units should provide and

actively promote literacy in making use of technology.

 52

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