Proposal Research 1

DepEd – DIVISION OF QUEZON
Sitio Fori, Brgy. Talipan, Pagbilao, Quezon QUALITY

ASSURED
Cell # 09175824627 or at www.depedquezon.com.ph COMPANY

ISO 9001
“Creating Possibilities, Inspiring Innovations” Registration Number:

QAC/R63/0216
BARRIERS TO LEARNING MATHEMATICS UNDER MODULAR DISTANCE

LEARNING AMONG GRADE 9 LEARNERS IN SAN ISIDRO NATIONAL
HIGH SCHOOL: BASIS FOR REMEDIATION
A Research Paper
PRINCESS MAE V. DUGAY

MARVIN Q. MEDINA
DEPEDQUEZON-SGO-PAR-04-013-000
Email address: quezon@deped.gov.ph
Comments: Txt HELEN – 09178902327 (Smart/Sun/TalknTxt) 2327 (Globe and TM)
Cell No: 09175824629
This form is a property of SCHOOLS DIVISION OFFICE - QUEZON PROVINCE. Therefore, unauthorized use is strictly prohibited unless otherwise
permitted by the Schools Division Superintendent.
ASSURED

ISO 9001

QAC/R63/0216
INTRODUCTION
The researchers are motivated to identify the barriers to learning mathematics under modular
distance learning of Grade 9 learners.
A. Research Questions
The study aims to determine the barriers to learning mathematics under modular distance
learning of Grade 9 students in San Isidro National High School. To achieve the objectives of the
study, the following question needs to be answered:
1. What are the barriers to learning mathematics under modular distance learning among grade 9
learners in terms of:
1.1 Systematic Barriers
1.2 Societal Barriers
1.3 Pedagogical Barriers
2. Based on the result of the study, what remediation program for Mathematics can be proposed to
eradicate the barriers to learning mathematics under modular distance learning.
METHODOLOGY
The study employed a descriptive- survey research design to determine the barriers to learning
mathematics under modular distance learning. To complete this study, the researchers conducted a survey
to grade 9 learners of San Isidro National High School Catanauan, Quezon. There are eighty-four
respondents from grade learners. They task to answer the questions in the survey about the barriers to
learning mathematics under modular distance learning, they are selected as respondents through
convenience sampling. The survey questionnaire distributed to the respondents and retrieved on the date
agreed upon. All the data gathered will be statistically analyzed through weighted mean.
Cell No: 09175824629
ASSURED

ISO 9001

QAC/R63/0216
RESULTS AND DISCUSSION
This part presents the result of the barriers to learning mathematics under modular
distance learning.
I. SYSTEMATIC BARRIERS
Table 1. Systematic barriers to learning mathematics under modular distance learning.
Weighted QD Rank
Barriers
Mean
1 I have limited learning materials at home like textbooks,

magazines, journals, books, and other mathematical 2.83 A 6
instruments to support my needs.
2 I have difficulty understanding the lesson because the 2.98 A 3

learning contents are too complex for me to understand.
3 It is difficult for me to grasp information effectively and
2.90 A 5
accurately
4 The learning instructions in mathematics subjects are

2.93 A 4
too complex to understand.
5 I have limited examples, activities, and exercises that I

can use to solve mathematical equations appropriately
3.02 A 2
and accurately That I can use as a basis to solve.
6 I have noticed that there are too many exercises but has
limited explanation to be able to fully understand the 3.17 A 1
lesson.
Grand Mean 2.97
Legend:
3.50-4.00 Strongly Agree (4) WM=weighted mean
2.50-3.49 Agree (3) QD=qualitative description
1.50-2.49 Disagree (2) R=rank
1.00-1.49 Strongly Disagree (1)
Table 1 shows the systematic barriers to learning mathematics under modular distance learning
among grade 9 learners. It registered a grand mean of 2.97 which indicates that students agree to the
Cell No: 09175824629
ASSURED

ISO 9001

QAC/R63/0216
systematic barriers to learning mathematics under modular instruction. The top most in the list is
students noticed that there there are too many exercises but has limited explanation to be able to fully
understand the lesson. The results agree to Winardi and Appulembag (2019) that the mathematics
learning barriers include giving additional lessons and relearning either individually or through others.
II. SOCIETAL BARRIERS
Table 2. Societal Barriers to learning Mathematics under Modular Distance Learning
Barriers WM QD Rank
1 Limited teacher and peer interaction affect my understanding of the

2.86 6 A
lesson.
2 I have failed to establish self-confidence in mathematics subject. 2.79 8.5 A
3 I have no training and support that will strengthen my skills and

2.79 8.5 A
capability to grasp information appropriately.
4 I have failed to develop my interest in learning mathematics subject. 2.57 10 A
5 My perception of gender differences affects and/or increases my

interest in learning mathematics subject. (Boys are better than Girls 2.36 11 D
in solving mathematical equations and problems)
6 I find parent-teacher and peer support helpful in overcoming anxiety

2.88 4.5 A
in answering mathematical equations.
7 There are too many distractions at a home-like siblings/relatives

2.81 7 A
talking too loudly.
8 The timely household chores and orders lead to distractions that can
3.00 2 A
affect my capability to focus and understand the lesson.
9 I feel distracted due to exposure to gadgets, social media, and

3.10 1 A
online games.
10 I failed to make a self-made timeline and schedule for accomplishing

school activities which leads to overloading of work, confusion, and 2.90 3 A
distractions.
11 My perceptions of modular distance learning affect my interest in 2.88 4.5 A

learning mathematics subject.
Cell No: 09175824629
ASSURED

ISO 9001

QAC/R63/0216
Grand Mean 2.81 A
Legend:
Table 2 shows the societal barriers to learning mathematics under modular distance learning. It
registered a grand mean of 2.81 which indicates that the students agree that the indicators become
evident as societal barriers to learning mathematics. More specifically, students feel distracted due to
exposure to gadgets, social media, and online games. The result agree to the statement of Marban and
Mulenga (2019) that use of information and communication (ICT) was a barrier to mathematics learning.
It revealed that the student-teacher has negative attitude towards the use of ICT. However, it can be
gleaned that the lowest mean is students’ perception of gender differences affects and/or increases my
interest in learning mathematics subject. (Boys are better than Girls in solving mathematical equations
and problems). This implies the need to provide sufficient time to concentrate on their study or students
should have study habit.
III. PEDAGOGICAL BARRIERS
Table 3. Pedagogical Barriers to learning Mathematics under Modular Distance Learning
Barriers WM QD Rank
1 The high teacher-student ratio affects my learning of

2.67 A 4.5
mathematics
2 Limited teachers’ responses to direct and personal

messages and concerns lessen my interest and motivation 2.79 A 2
to learn mathematics subject.
3 I find geographical and poor connectivity to be one of the

biggest factors that affect the quality of learning. 3.02 A 1
Cell No: 09175824629
ASSURED

ISO 9001

QAC/R63/0216
4 The teacher fails to monitor my progress due to lack of

2.69 A 6
interaction and communication
5 My teachers’ inability to monitor my learning progress in

2.57 A 3
Mathematics regularly
6 I experience lack of guidance to answer confusing Math

problems through text/calls or any means affects the quality 2.67 A 4.5
of learning.
Grand Mean 2.73 A
Legend:
Table 3 presents the pedagogical barriers to learning mathematics under modular distance
learning among grade 9 students. It registered a grand mean of 2.73 which indicates that the
respondents agreed the indicators in the pedagogical barriers specially where students’ find that
geographical and poor connectivity as one of the biggest factors that affect the quality of learning. This
could indicate that some of areas in the remote barangays have poor internet connection. On the other
hand, the lowest mean is on the pedagogical barriers is teacher fails to monitor my progress due to lack
of interaction and communication.
The results revealed that one biggest factor that affect the quality of learning in this time of
modular instruction is geographical location of the students and poor connectivity. This is supported by
Agarin (2021), it was inferred that the teacher’s‟ physical interaction with the learners influence the
learners‟ academic performance.
CONCLUSION
Cell No: 09175824629
ASSURED

ISO 9001

QAC/R63/0216
This chapter present the conclusions based on the data presented, analyzed, and interpreted
from previous chapter.
Based on the findings, the following were conclude;
1. The respondents revealed that there are too many exercises but has limited explanation to be able to
fully understand the lesson. In addition, they have limited learning materials at home like textbooks,
magazines, journals, books, and other mathematical instruments to support their needs.
2. The respondents agreed that in modular distance learning they are easily distracted in their
surrounding or learning environment and especially due to the exposure of gadgets, social media, and
online games that affect the capability to focus and understand their lesson.
3. The respondents agreed that pedagogical barriers greatly affect the quality education under modular
distance learning. They revealed that geographical and poor connectivity is one of the biggest factors
that affect the quality of learning. This could indicate that some of areas in the remote barangays have
poor internet connection. In addition, Limited teachers’ responses to direct and personal messages and
concerns also lessen the student’s interest and motivation to learn mathematics subject.
RECOMMENDATIONS
Based on the conclusions draw, the following are hereby recommended.
1. The result of the gathered information from different responses revealed that the material used under
modular distance learning has too many exercises but has limited explanation. As a result, this study
revealed that detailed explanation for each lesson is necessary to be able to fully understand the lesson.
In addition, differentiated instructions and various learning materials are also important to support their
studies under modular distance learning.
Cell No: 09175824629
ASSURED

ISO 9001

QAC/R63/0216
2. Provide differentiated instructions and activities that fit to student interest. In addition, encouraging
students to develop self-composed calendar or schedule of activities will help them separate their time
between studies and non-related activities.
3. In order to respond and address the concerns raised by the students, arrange an agreement or
schedule of consultation between students and teachers in the remote barangays that have a poor
internet connection. In addition, video and audio recorded instructions are also necessary to be able to
assist the difficulties encountered by the students in learning mathematics subject.
REFERENCES
Aggabao, Ambrose Hans. Development and Evaluation of Individualized Self-Instructional Modules on
Selected Topics in Basic Mathematics. (Journal of Research, Isabela State University, Vol. XI, No
. 1, January – December 2002).
Cabrera, F. (2020). Modular Cooperative Learning: A New Approach In Teaching Mathematics.
International Journal of Advanced Science and Technology, 29(08), 2583 - 2586. Retrieved from
http://sersc.org/journals/index.php/IJAST/article/view/23429
Crystal, S. (2012). A comparison of barriers to teaching and learning of Mathematics and Science across
a three-year study of misconceptions management professional development. Michigan: College
of Education and Human Development.
Fernandes, L., Winardi, Y., & Appulembang, O. D. (2019). Hambatan belajar matematika: Studi kasus di
kelas VIII suatu sekolah di Semarang [Barriers to learning mathematics: A case study of grade 8
Cell No: 09175824629
ASSURED

ISO 9001

QAC/R63/0216
students at a school in Semarang]. JOHME: Journal of Holistic Mathematics Education, 3(1), 16-
31.
Kaniz, F. D. (2015). Barriers in the teaching learning process of mathematics at secondary level: A quest of
quality improvement. American Journal of Educational Studies, 3(7), 822-831. Retrieved from
https://www.ejmste.com/download/barriers-to-mathematics-teachers-use-of-their-knowledge-of-
students-learning-styles-in-mathematics-7769.pdf
Mangwende, E., & Maharaj, A.(2018). Secondary school mathematics teachers' use students' learning
styles when teaching functions: A case of Zimbabwean schools. EURASIA Journal of
Mathematics, Science and Technology, 14(7), 3225-3233.
https://doi.org/10.29333/ejmste/91679
Pia, K. (2015). Barriers in teaching-learning process of mathematics at secondary level: A quest for
quality improvement. American Journal of Educational Research, 3(7), 822-831.
Agarin, M. A. L. (2021). The Challenges and Status of Modular Learning: Its Effect to Students’ Academic Behavior
and performance. EPRA International Journal of Multidisciplinary Research.
https://www.researchgate.net/publication/352746170_Modular_distance_learning_modality_Cha
llenges_of_teachers_in_teaching_amid_the_Covid-19_pandemic
https://www.ejmste.com/download/learning-mathematics-from-home-during-covid-19-insights- from-
two-inquiry-focussed-primary-schools-10830.pdf
Cell No: 09175824629

Proposal Research 1

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Proposal Research 1

Uploaded by

Copyright:

Available Formats

DepEd – DIVISION OF QUEZON

Sitio Fori, Brgy. Talipan, Pagbilao, Quezon QUALITY

Cell # 09175824627 or at www.depedquezon.com.ph COMPANY

“Creating Possibilities, Inspiring Innovations” Registration Number:

BARRIERS TO LEARNING MATHEMATICS UNDER MODULAR DISTANCE

PRINCESS MAE V. DUGAY

Cell # 09175824627 or at www.depedquezon.com.ph COMPANY

“Creating Possibilities, Inspiring Innovations” Registration Number:

distance learning of Grade 9 learners.

study, the following question needs to be answered:

learners in terms of:

1.1 Systematic Barriers

1.2 Societal Barriers

1.3 Pedagogical Barriers

eradicate the barriers to learning mathematics under modular distance learning.

Cell # 09175824627 or at www.depedquezon.com.ph COMPANY

“Creating Possibilities, Inspiring Innovations” Registration Number:

RESULTS AND DISCUSSION

Table 1. Systematic barriers to learning mathematics under modular distance learning.

1 I have limited learning materials at home like textbooks,

2 I have difficulty understanding the lesson because the 2.98 A 3

4 The learning instructions in mathematics subjects are

5 I have limited examples, activities, and exercises that I

Grand Mean 2.97

Cell # 09175824627 or at www.depedquezon.com.ph COMPANY

“Creating Possibilities, Inspiring Innovations” Registration Number:

II. SOCIETAL BARRIERS

Table 2. Societal Barriers to learning Mathematics under Modular Distance Learning

1 Limited teacher and peer interaction affect my understanding of the

2 I have failed to establish self-confidence in mathematics subject. 2.79 8.5 A

3 I have no training and support that will strengthen my skills and

4 I have failed to develop my interest in learning mathematics subject. 2.57 10 A

5 My perception of gender differences affects and/or increases my

6 I find parent-teacher and peer support helpful in overcoming anxiety

7 There are too many distractions at a home-like siblings/relatives

9 I feel distracted due to exposure to gadgets, social media, and

10 I failed to make a self-made timeline and schedule for accomplishing

11 My perceptions of modular distance learning affect my interest in 2.88 4.5 A

Cell # 09175824627 or at www.depedquezon.com.ph COMPANY

“Creating Possibilities, Inspiring Innovations” Registration Number:

Grand Mean 2.81 A

should have study habit.

III. PEDAGOGICAL BARRIERS

Table 3. Pedagogical Barriers to learning Mathematics under Modular Distance Learning

1 The high teacher-student ratio affects my learning of

2 Limited teachers’ responses to direct and personal

3 I find geographical and poor connectivity to be one of the

Cell # 09175824627 or at www.depedquezon.com.ph COMPANY

“Creating Possibilities, Inspiring Innovations” Registration Number:

4 The teacher fails to monitor my progress due to lack of

5 My teachers’ inability to monitor my learning progress in

6 I experience lack of guidance to answer confusing Math

Grand Mean 2.73 A

of interaction and communication.

learners‟ academic performance.

Cell # 09175824627 or at www.depedquezon.com.ph COMPANY

“Creating Possibilities, Inspiring Innovations” Registration Number:

from previous chapter.

Based on the findings, the following were conclude;

Based on the conclusions draw, the following are hereby recommended.

studies under modular distance learning.

Cell # 09175824627 or at www.depedquezon.com.ph COMPANY

“Creating Possibilities, Inspiring Innovations” Registration Number: