OSMEÑA COLLEGES

College of Teacher Education, Professional Education

EFFECTS OF ONLINE MATHE LEARNING DURING PANDEMIC

TO 3RD YEAR MATHEMATICS MAJOR
AT OSMEÑA COLLEGES

Proponents:
LERIT, CHRISTIAN
DESOYO, FLORENCE
RICACHO, ANNMARIE
BANTAYAN, RAYMUND
ACQUIN, ROLANDO
MENDOZA, HAZEL

S.Y. 2023-2024

LODILY D. MOGOL
Research Adviser
 CHAPTER I

INTRODUCTION
This chapter of the paper presents the problem and its setting. It includes the
background of the study, the statement of the problem, significance of the study and scope and
delimitation of the study

Background of the Study

The whole world was shaken up by the pandemic including the student classes, one
of the countries mostly affected by it is the Philippines. In order for the students to continue their
studies despite experiencing the pandemic, the Philippine government decided to come up with
an alternative to f2f classes which is already cancelled due to pandemic countermeasures of the
Philippines Government. And that's when online learning was introduced. But because online
learning was just in the testing phase, the program encountered some problems along the way.
In the Philippines, online math learning has been implemented in every school during a
pandemic together with modular education. The educational sector in the Philippines
implemented online learning during the pandemic without further reinforcement to the students
learning. Every school in the Philippines must participate in this method of implementing
education to their students.
Osmeña Colleges is one of the most popular school entities here in the Philippines
that also implemented online math learning during pandemic times. Online math learning is very
difficult especially when you're at the Tertiary level. Learning mathematics online is not enough
for the students to learn better, but as a student we need to complete the school requirements
which are passing all the subjects in the specific course. In Mathematic subjects online math
learning is one of the best ways to implement the subject during a pandemic Regardless of its
negative effects on the students.
The researcher decided to conduct this study because, the negative effects of online
math learning is affecting the overall learning statuses and performances of every affected
students here in Osmeña Colleges especially in Bachelor of Secondary Education Major in
Mathematics 3rd Year. They are the most affected students of online math learning because they
are the products of online math learning and the school must do something in order to fill out the
gaps and negative effects of online math learning to these students. We are now having face to
face classes so this is the time to give importance to those students who are lacking the needed
capabilities of promoted students in mathematics subjects, but don’t learn and meet the
requirements of the specific subjects.

Statement of the Problem

Research title:
Effects of online math learning during pandemic to 3rd year mathematics major at
Osmeña colleges

General Problem
The objective of the study is to identify the Effects of online math learning during
pandemic to 3rd year mathematics major at Osmeña colleges.

Specific Problem
1. What are the effects of online math learning during the pandemic to the 3rd year major in
mathematics students?
2. What recommendations can be made to address the effects identified by the study?
3. What future program can be made to support the results of the study?
4. What future studies can be made based on the findings of the study.

Significance of the Study

For all mathematics Teachers. The result of this study will be able to help them
create new strategies to help the students learn better.
Bachelor of Secondary Education Major in Mathematics 3rd year Students. The
study can help the 3rd year major in Mathematics students learn those not properly implemented
subjects in their past studies during pandemic and it will help them to have those needed qualities
that must be needed for their career. For school Management. The result of this study will help
the school Management to know what reinforcement they can make to support the BSED MATH
III students need to learn.
For future Researchers. The result of this study could be used as a basis of their
future studies about mathematics during the pandemic.

Scope and Delimitation

This study focused on the effects of online math learning during pandemic to 3rd
year mathematics major at Osmeña colleges.
This study is delimited to Bachelor of Secondary Education Major in
Mathematics 3rd year college students of Osmeña Colleges who are officially enrolled for the
second semester of school year 2022-2023
 CHAPTER II

Review of related literature and conceptual framework

This chapter of the paper presents the review of related literature, the conceptual
framework, the research hypothesis, and the definition of terms.

Related literature
According to Basa & Hudaidah (2021) online Math learning has a psychological
impact on students. Many students experience boredom in answering questions, so they finish it
carelessly.
As a result, lack of seriousness in answering the questions is an indication that
students have not used their abilities optimally in answering questions, so the results obtained do
not actually show the optimal abilities of students. With this condition, students naturally feel
that the math scores they achieve do not fully reflect their actual mathematical abilities.
In contrast carrying out face-to-face mathematics learning means that they need the
role of the teacher directly in learning. Mathematics learning conducted online will certainly
reduce students opportunities to learn mathematics with their peers (Kalogeropoulos et al., 2021)
because the interactions that occur between students are limited (Calder et al., 2021) and also the
lack of interaction between students and teachers (Fauzy & Nurfauziah, 2021).
Students need the direct role of the teacher in learning so that students will feel more
comfortable and feel that they receive direct guidance and direction from the teacher in studying
the material. It may be why direct learning in class is more desirable for students than online
learning. It is also the reason for students not expecting online mathematics learning.

Related studies

Foreign Studies
According to Emmy Michelle (2021) online learning for children improves student
accessibility. Students must be organized, self-motivated, and have a high level of time
management to participate in an online program. Online learning methods can be an effective
alternative educational medium for mature and self-disciplined pupils but are unsuitable for
learning environments that depend on the learner. The main benefit of asynchronous, online
learning is that it allows students to fully participate in high-quality learning situations, where
distance learning makes it difficult or impossible to learn on the ground. It is essential for
teachers to keep their online lessons clear, engaging, and interactive so that students can
concentrate on the lessons. Students' commitment to time is often misinterpreted as meaning that
online courses require less time and effort than traditional courses. Online students can
participate in internal class discussions and complete assignments, essays, and projects.
This shows the effects of not being able to interact with other students and
teachers in an online school, which can result in serious negative effects. Online learning can
lead to students not developing the necessary communicative skills. In addition, students must
have high-speed internet access at home, which can lead to complications if it is not available.

Local studies
On a global scale, UNICEF (2020) reported that more than 1.5 billion learners of
all ages are affected because of the school and university closures. Shutdowns have put youth in
a disproportionate state.
With utmost consideration to provide education as a fundamental human right,
educational systems
around the globe were once again challenged to produce different measures to immediately
sustain
education efforts (UNESCO, 2020), but this does not consider giving solutions to the problems
of every particular student. Generally, the education system seems unprepared and may transpire
unpredicted consequences during and beyond the crisis (Bozkurt & Sharma, 2020).
Meanwhile, after the “no vaccine, no face to face classes” declaration by President Rodrigo
Duterte in the Philippines, the Commission on Higher Education (CHEd) issued directives to
universities to start preparing for distance learning. Thus, universities across the country are
forced to close indefinitely.
Classes in various universities already opened just these past few months and remote
learning are faced with multiple challenges (Mateo, 2020) which later became difficult to handle
by Filipino university
students. Complicating this picture even is the fact that, not every student can provide and adapt
to the rapid advances of technology in today’s digital age (Alvarez, 2020) especially for
developing countries like the Philippines in which education is plagued by problems even before
the pandemic.
In this Philippine context, remote learning reveals a digital divide among Filipino students
(Santos,
2020). This current situation in remote learning may most possibly exacerbate existing
inequalities and may translate to barriers in online learning. For example, a cross-sectional study
conducted nationwide reported that thirty-two percent (32 %) and twenty-two percent (22%) out
of 3, 670.

Filipino students surveyed have difficulties adjusting to new learning styles and do
not have reliable internet access, respectively (Baticulon et al., 2020). For some, it may present
difficulty to purchase a facilitative learning device to easily tune in to online classes and
immediately turn in assignments in the online system (Santos, 2020). Despite the efforts to make
education accessible for all, many difficulties are still confronting Filipino university students in
the practice of distance education. Several studies have been conducted to report the stress (e.g.
AlAteeq, Alijhani & AlEesa, 2020; and Baloran, 2020) and challenges encountered by students
in virtual learning spaces in their respective countries (e.g. Adnan & Anwar, 2020 in Pakistan;
Arinto, 2016 in the Philippines; Henaku, 2020 in
Ghana; Matswetu, et al., 2020 in Zimbabwe; Subedi et al., 2020 in Nepal; and Dhawan, 2020 in
India). A most recent comprehensive study including 31 countries (Bozkurt et al., 2020) was also
conducted to look at how the COVID-19 pandemic interrupted the education arena across the
globe.
This multi country study significantly reported reflections, lessons learned, and
suggestions on how to navigate education in this time of uncertainty. With the goal in mind to
help authorities come up with better responses to education, this study endeavors to provide a
piece of evidence in the context of a developing country as regards the difficulties experienced
by Filipino students. If this inquiry will be addressed, lessons can be drawn and may eventually
open windows for relevant actions.

Conceptual framework
This study revolves around two variables which is the 'Online Math learning ' and
'3rd year mathematics major’

(IV) (DV)

ONLINE MATH SURVEY 3RD YEAR

LEARNING QUESTIONS MATHEMATICS

MAJOR

Figure 1; Conceptual framework of the study.

Figure 1 shows the steps on how this study revolves in two variables. This process will
help the researchers know how the Independent Variable (IV) affects the Dependent Variable
(DV) in this study.

Hypothesis
 Based on the questions formulated, the following hypothesis will be tested. There is
a negative effects on the academic performance of Mathematics Major Students at Osmeña
Colleges.

Definition of terms
Online Math Learning - Online Math learning refers to Mathematics
instructions that is delivered electronically through various multimedia and Internet platforms
and applications. It is used interchangeably with other terms such as web-based learning, e-
learning, computer-assisted instruction, and Internet-based learning.
Math- According to (Cambridge Dictionary) Math is the study of numbers,
shapes, and space using reason and usually a special system of symbols and rules for organizing
them.
3rd Year Mathematics Major- This refers to the 3rd year college students which
is the respondents of this study.
Survey Questions - this refers to the researchers formulated questions based of
their research study.
IV - abbreviation of Independent Variable
DV- abbreviation of Dependent Variable
Independent Variable - this refers to the variable that we manipulate or vary in an
study to explore its effects. It's called “independent” because it's not influenced by any other
variables in the study. It pertains to Online Math Learning in this study.
Dependent Variable - this refers to the variable that changes as a result of the
independent variable manipulation in this study which is the 3rd year Mathematics Major
Students.

References
https://doi.org/10.1002/hbe2.191
https://doi.org/10.5281/zenodo.3881529
https://doi.org/10.1101/2020.07.16.20155747
https://doi.org/10.37256/ser.122020422
https://l.facebook.com/l.php?u=https%3A%2F%2Fvoxeu.org%2Farticle%2Fimpact-
covid-19-education%3Ffbclid
%3DIwAR18OsIr9U2dKCnvu_vcuJKzafKerMvHc1f1xM6FX4jiaWv9PYlcqUFxx-
g&h=AT2sScpRTMpwLPHB87HkIHxOHN8w65ViqE4ZAYW1I1oKCIT51T02Jf9Sq2q8w
Ic903M-JMiVuii09cZ-01UKmxg9oQZoIzbWYFKD6iImYDBRfuFdhy4-
XtPytS1R8Q6qEoPTZg

CHAPTER III

Research methodology
Elements of research methodology
Research design
 Quantitative
Respondents of the study
 Third year mathematics major of Osmena college

Instruments of the study/Research instruments

 Checklist
Statistical treatment
 Mean
Data gathering procedure
After the researchers-made checklist was validated, the researchers multiplied it
to the number of copies sufficient to accommodate all the respondents. At the same, the letter of
request to the instructor and dean of the concerned school department were prepared.
The letter of request and the copies of checklist were delivered personally by the
researchers to the schools concerned. it was during the delivery of the letter and of the copies of
the instrument that the researchers explained the details to help the respondents accomplished the
checklist. The checklist were retrieved on the same day when they were answered.

The result of the retrieved copies of checklist were tabulated. Then the data were
analyzed and interpreted through the use of the most appropriate statistical procedure.
Plan for data analysis
 Descriptive statistics
Research questionnaire summary result
Description Scale number of Percentage %
response/number of
respondents
Strongly agree 22/40 55%
Online math learning is
very challenging. Agree 10/40 25%

Neutral 4/40 10%

Disagree 4/40 10%
Strongly disagree 0 0%

Strongly agree 2/40 5%

I am very satisfied with Agree 8/40 20%
my online learning
experience specially on Neutral 14/40 35%
my major subject. Disagree 8/40 20%
Strongly disagree 8/40 20%

Strongly agree 1/40 3%

Online math learning is
very engaging. Agree 6/40 15%

Neutral 14/40 35%

Disagree 17/40 43%
Strongly disagree 2/40 5%

Strongly agree 4/40 10%

The teacher were very
Agree 3/40 8%
helpful during online
math learning. Neutral 15/40 38%
Disagree 15/40 38%
Strongly agree 3/40 8%
 Strongly agree 2/40 5%
Agree 3/40 8%
I master all my major
subjects during online Neutral 16/40 40%
math learning. Disagree 14/40 35%

Strongly disagree 5/40 13%

1/40 3%
I am very much Strongly agree
motivated in my online Agree 3/40 8%
course. Neutral 15/40 38%
Disagree 17/40 43%
Strongly disagree 4/40 10%

Strongly agree 0 0
It is much easier for me Agree 3/40 8%
to learn in online math Neutral 8/40 20%
learning compare to Disagree 16/40 40%
other type of learning. Strongly disagree 13/40 33%

Strongly agree 1/40 3%

I prefer online math Agree 3/40 8%
learning than face to Neutral 5/40 13%
face classes. Disagree 21/40 53%
Strongly disagree 10/40 25%

Strongly agree 1/40 3%

I learned actively Agree 3/40 8%
during online math Neutral 14/40 35%
learning. Disagree 14/40 35%
Strongly disagree 8/40 20%

Strongly agree 2/40 5%

I can easily access to Agree 7/40 18%
internet during online Neutral 15/40 38%
classes anytime. Disagree 11/40 28%
Strongly disagree 5/40 13%
Strongly agree 1/40 3%
Agree 5/40 13%
 Neutral 12/40 30%
I learned passively Disagree 15/40 38%
during online math Strongly disagree 7/40 18%
class.
Strongly agree 1/40 3%
Online learning are Agree 7/40 18%
effective during Neutral 11/40 28%
pandemic. Disagree 16/40 40%
Strongly disagree 5/40 13%

Strongly agree 0 0%
I am ready to move Agree 9/40 23%
forward to the next Neutral 18/40 45%
level of my study Disagree 12/40 30%
Strongly disagree 1/40 3%

Strongly agree 1/40 3%

Online math learning Agree 10/40 25%
helps me improve my Neutral 11/40 28%
critical thinking skills. Disagree 15/40 38%
Strongly disagree 3/40 8%

Strongly agree 3/40 8%

I believed there are so Agree 5/40 13%
much learning that I Neutral 11/40 28%
learned in online class. Disagree 13/40 33%
Strongly disagree 8/40 20%

Strongly agree 0 0%
Communication Agree 6/40 15%
through online flatform Neutral 18/40 45%
during online learning Disagree 13/40 33%
makes classes more Strongly disagree 3/40 8%
interesting.
Strongly agree 1/40 3%
Online learning opens Agree 10/40 25%
up more educational Neutral 11/40 28%
opportunities for me. Disagree 15/40 38%
Strongly disagree 3/40 8%

Strongly agree 1/40 3%

The school provided Agree 9/40 23%
full support for my Neutral 13/40 33%
online learning during Disagree 11/40 28%
pandemic. Strongly disagree 6/40 15%

Strongly agree 15/40 38%

Face to face is effective Agree 13/40 33%
for me before Neutral 5/40 13%
pandemic and online Disagree 4/40 10%
learning comes. Strongly disagree 3/40 8%

Strongly agree 12/40 30%

Agree 13/40 33%
Online learning causes Neutral 6/40 15%
me so much stress. Disagree 6/40 15%
Strongly disagree 3/40 8%

Strongly agree 1/40 3%

I am excited to attend Agree 3/40 8%
my online learning Neutral 16/40 40%
class every day. Disagree 17/40 43%
Strongly disagree 3/40 8%

Strongly agree 2/40 5%

Our teacher makes our Agree 3/40 8%
class more engaging Neutral 10/40 25%
during math learning. Disagree 19/40 48%
Strongly disagree 6/40 15%

Strongly agree 1/40 3%

It is very easy for me to Agree 3/40 8%
focus on my study Neutral 9/40 23%
during online math Disagree 18/40 45%
learning. Strongly disagree 9/40 23%

Strongly agree 0 0%
I receive an immediate Agree 5/40 13%
answer when I have a Neutral 16/40 40%
question in mind about Disagree 17/40 43%
our topic during online Strongly disagree 2/40 5%
learning.
Strongly agree 0 0%
I always meet my Agree 4/40 10%
teacher during online Neutral 9/40 23%
learning. Disagree 15/40 38%
Strongly disagree 12/40 30%
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