OUR LADY OF LOURDES COLLEGE FOUNDATION

Vinzons Avenue, Daet, Camarines Norte

COLLEGE OF EDUCATION

ONLINE LEARNING AS A BARRIER TO STUDENTS’

MATHEMATICAL ABILITIES

An Undergraduate Thesis Presented to the

Institutional Research Committee

In Partial Fulfillment of the Requirement for the

Degree Bachelor of Secondary Education

Major in Mathematics

dela Pasion, Karen Marie V.

Añora, Maria Vanessa

Egar, Jhon Ricky M.

2022

i
 OUR LADY OF LOURDES COLLEGE FOUNDATION
Vinzons Avenue, Daet, Camarines Norte

COLLEGE OF EDUCATION

CERTIFICATION OF RESEARCHER ADVISER

This is to certify that this entitled, “ Online Learning as a Barriers to Students

Mathematical Abilities”, has been conducted; has used the Institutional format; and all

suggestion/ recommendations of the research panel have been complied this SY 2021-2022.

Ms. Salvacion Jalimao

Adviser

ii
 OUR LADY OF LOURDES COLLEGE FOUNDATION
Vinzons Avenue, Daet, Camarines Norte

COLLEGE OF EDUCATION

RECOMMENDATION OF THE DEAN

This is to certify that this study entitled, “Online Learning As a Barriers to Students

Mathematical Abilities”, undergone its Proposal Defense on April 30, 2022 and its Final Oral

Defense on June , hence recommended to be issued the Approval Sheet duly signed by the

researcher panel.

MRS. SONIA S. CARBONELL Ph. D.

Dean, College of Teacher Education

iii
OUR LADY OF LOURDES COLLEGE FOUNDATION
Vinzons Avenue, Daet, Camarines Norte

COLLEGE OF EDUCATION

iv
 OUR LADY OF LOURDES COLLEGE FOUNDATION
Vinzons Avenue, Daet, Camarines Norte

COLLEGE OF EDUCATION

ACKNOWLEDGEMENT

The accomplishment of this research work is through the hardships of the researcher. Through

the help, contribution, guidance, and support of the different persons in of the institution lead to the

success of the study.

The researchers like to express their gratitude and appreciation to the following individuals:

Mr. Dan C. Del Rosario, Mr. Gerry P. Lopez, and Mr. Alfredo C. Tolentino for their comments and ideas.

Ms. Salvacion Jalimao, our researcher adviser, who also acted as a mentor, provided her with counsel and

support toward the study's accomplishment.

Mr. Dan C. Del Rosario, our research statistician

Mrs. Salvation Jalimao, our research instructor

Mr. Mark Dave V. Ferrer, a teacher who instructed us on how to provide survey checklists to

respondents with a mathematics subject.

To our loved ones, classmates, and teachers, and most importantly, we thank our almighty

GOD for providing us with the strength and determination to complete this research.

The Researchers

v
 OUR LADY OF LOURDES COLLEGE FOUNDATION
Vinzons Avenue, Daet, Camarines Norte

COLLEGE OF EDUCATION

DEDICATION

This study is whole heartedly dedicated to our beloved parents,

who have been our source of inspiration and gave us strength when we thought of giving up,

who continually provide their moral, spiritual, emotional, and financial support.

To our Families, Friends, Mentor and Classmates,

who shared their words of advice and encouragement to finish this study.

To all students, who have been motivated to our study,

to encourage them to perform better and have a positive perception towards Mathematics.

And lastly, we dedicate this book to the Almighty God,

Thank you for the guidance, strength, power of the mind, protection and skills

and for giving us a healthy life.

All of these, we offer to you.

KARIEN MARIE V. DELA PASION

MARIA VANESSA R. AÑORA

JOHN RICKY M. EGAR

ABSTRACT

vi
 OUR LADY OF LOURDES COLLEGE FOUNDATION
Vinzons Avenue, Daet, Camarines Norte

COLLEGE OF EDUCATION

This study entitled “Online Learning as a Barrier to Students Mathematical

Abilities,” is focused on determining the difficulties encountered by the students in

online learning under the subject Mathematics. It aimed to determine if there is a relation

between the online learning using Synchronous and Asynchronous learning with their

ages and year level. Included in the study were students in the education department with

math subjects consisting of 12 students from 1st year to 3rd year. This descriptive research

design was used to described the extent of online learning as a barrier to the students’

mathematical abilities and its impact on the students’ learning in Mathematics has not

been examined. The evaluative research design was also used to evaluate the barriers

being studied by the researchers. The researchers employed a questionnaire to

respondents as a primary source of data. Published and unpublished thesis, journals and

data retrieved from the served as secondary sources of data for this study. In the analysis

and interpretation of data, the researchers used percentage and Chi-square test to

determine the significant relation between the variables. The following conclusions were

determined:

1. That that the majority of the respondents are in the 2 nd year level and therefore

conclude that there are more students in the 2 nd year who are taking up

Mathematics. We can also conclude that majority of the respondents were in

the 21-25 years old age bracket of the College of Education department taking

mathematics subject.

2. That the respondents have more of the ability in Word Problem Solving than

in Solving Real Numbers although they have both of the mentioned abilities.

vii
 OUR LADY OF LOURDES COLLEGE FOUNDATION
Vinzons Avenue, Daet, Camarines Norte

COLLEGE OF EDUCATION

We can also conclude that the respondents had more ability in Asking

Questions than on Reasoning and Real World Problems. We can further

conclude therefore that majority of the respondents have ability in Abstract

Reasoning in terms of Mathematical Reasoning.

3. That Synchronous Learning Modality is preferred by the respondents and

implemented by the institution.

4. Those students using the Synchronous online learning have more barriers in

learning than those who used Asynchronous online learning. We can also

conclude that No Internet Connection; Weak Network Signal, Lack of

interaction & communication between the students and the teachers and lack

of motivation when facing trouble in understanding mathematical problems

were the main barrier of these students using synchronous online learning.

5. That the ages of the respondents do not matter when it comes to their

mathematical ability in terms of problem solving, critical thinking/analysis

and mathematical reasoning. In other words, regardless of the ages of the

respondents, whether they are 16 or 31, their mathematical ability in terms of

problems solving is the same. We can also conclude that there is no significant

relation between the year level of the respondents in terms of problem solving

and mathematical reasoning. They differ however when it comes to critical

thinking/analysis since they have different level of critical thinking and

analysis in mathematics.

viii
 OUR LADY OF LOURDES COLLEGE FOUNDATION
Vinzons Avenue, Daet, Camarines Norte

COLLEGE OF EDUCATION

6. That the online learning of the respondents do not matter when it comes to

their mathematical ability in terms of problem solving, critical thinking and

mathematical reasoning. In other words, regardless of the respondents using

synchronous or asynchronous their mathematical ability is the same.

Based on the finding of this study, the researchers recommend the following.

1. Since the respondents differ in their critical thinking/analysis depending

on their year level, it is recommended that the department devise strategies in

their teaching methodologies to improve the critical thinking/analysis of the

students by year level.

2. It is also recommended that a monitoring devise be used to determine if

any improvement is made in the students’ critical thinking/analysis on a semestral

basis.

3. It is also recommended that teachers/instructors of mathematics be given

seminars and workshop where they can improve their teaching methodologies.

4. It is further suggested that the department shifts from online learning to a

face to face learning practice since it is very difficult for students to learn

mathematics online and where the barriers of online learning can be eliminated.

5. Finally, it is recommended that mathematics teachers should put more

emphasis on visualization, pattern spotting, word problems and adaptive

reasoning in teaching mathematics.

ix