Attitudes of Grade 10 Students Towards Learning Mathematics in a Modular Distance Learning

With the emerging COVID 19 pandemic educational sectors had affected. Most countries around the
world had temporarily closed educational institutions to contain the spread of COVID 19. Nevertheless,
despite the situation, the Department of Education (DepEd) had implemented and adopt the new normal
education policy of learning to sustain and provide quality education to learners amid this pandemic.
Modular approach is a form of distance learning that uses Self Learning Modules (SLM) based on the Most
Essential Learning Competencies (MELC).
It is not undeniable that mathematics is truly considering as one of the most difficult subject that
students encountered in their classes. In fact, the recent result of Trends in International Mathematics and
Science Study (TIMSS) showed that among the 79 countries around the world, Philippines ranked as the 2 nd
(second) to the lowest in mathematics. This claim was supported by Mkhabela (2004) that underachievement
in mathematics is particularly recognized as one of the major problem in schools.
However, the rapid changes of the education system had contributed a huge impact to students
especially in Jose Lim Ho National High School, where students are not capable of learning independently,
they need the guide of teachers and parents in encountering the said subject. According to Salandanan (2001)
classroom instructions using modules is describing as self-pacing where the pupils progress through the
learning task depends at their own risk. Student’s attitudes towards learning mathematics must be taken into
an account.
This present study therefore aims at investigating the positive and negative attitudes of every student
in learning mathematics through modular distance learning.

Objectives:
1. To determine the positive attitudes of grade 10 learners towards learning mathematics in a
modular distance learning.
2. To determine the negative attitudes of grade 10 learners towards learning mathematics in a
modular distance learning.
3. To determine if there is a significant relationship of family support as to the attitude of the
learners towards mathematics.