ASSESSMENT OF PRE-SERVICE TEACHERS’ ATTITUDE

TOWARD MATHEMATICS, FLEXIBLE LEARNING

IMPLEMENTATION, AND
E-LEARNING READINESS
Danika Jade S. Paragas and Edwin D. Ibañez*
MSEd Mathematics/Central Luzon State University

Abstract
The study aimed to assess the pre-service teachers' attitude toward Mathematics, flexible learning implementation and e-learning readiness during the 1st semester of 2020-2021 when Central Luzon State University implemented the flexible mode
of teaching and learning due to the Pandemic. Different questionnaires, including the socio-demographic profile, attitude toward mathematics, technology access, online learning self-efficacy and attitudes toward flexible learning implementation, were
used to assess the pre-service teachers' e-learning readiness. The socio-demographic profiles of the respondents reveal that there were more female respondents than males living predominantly in rural areas with household members of 2-6 or more and
more than 50 percent belonged to low-income families. Of the 60 respondents, 65 percent were in the third year, and the rest were in the second and first years. Concerning their attitude toward mathematics, the overall mean of 4.35 and standard devia-
tion of 0.52 implies that the pre-service teachers have a positive attitude toward Mathematics. Their attitude toward flexible learning implementation shows their readiness but needs a few improvements. Their e-learning readiness was measured by
their technology access and online learning self-efficacy. Results show that technology access concerning the availability of gadgets used in e-learning significantly correlated to e-learning readiness. Sex and type of residence did not affect their e-
learning readiness. Their attitudes toward mathematics and flexible learning were not linearly related to technology access but had a significant positive relationship with self-efficacy.

INTRODUCTION
Mathematics is perceived by many as the most challenging subject. Research has shown that 89% of parents agree and feel that mathematics is the most difficult subject their children study in the face-to-face mode of learning. Attitudes towards
mathematics are not restricted to students partaking in the course but are also presumed in pre-service teachers who take up the subject. Realizing that teachers are expected to be the best shapers of mathematics education for students, it is only rational
to observe and analyze their outlook in dealing with mathematics subjects during the pandemic.
The pandemic has brought about changes in the Philippine learning modalities. The Central Luzon State University, for one, has adopted the Google Classroom as the teaching and learning platform. It is also anticipated that teachers may experi-
ence anxiety using this platform in teaching, resulting in the inability to convey concepts through an online setup or the belief that learning management systems are not as effective as traditional learning.
The researcher would like to know the impact of the drastic change in the educational structure on the attitude of the pre-service teachers toward mathematics and flexible learning implementation, and their e-learning readiness. Should there be an
indication of the wrong attitude, corrective intervention may be integrated into the mathematics lessons of faculty members teaching pre-service teachers.

MATERIALS AND METHODS

Research Design • Descriptive and Correlational Research Designs

• 60 secondary pre-service teachers majoring in mathematics at Cen-

Respondents
tral Luzon State University

• Respondents’ Information Sheet

• Scale on Attitude toward Mathematics
Research
• Technological Access Questionnaire
Instruments
• Online Learning Self-efficacy Scale (OLSES)\
• Attitude toward Flexible Learning Implementation

• Frequency Counts, Percentage, Mean, Standard Deviation

Statistical Analysis
• and Pearson-r Correlation

RESULTS

RECOMMENDATION

Based on the findings of the study, the following are the recommendations:

1. One of the factors that affect the e-learning readiness of the respondents is the availability of gadgets. The school administrators must consider this limitation of the students to flexible learning.

2. No sufficient evidence was found in this study as regards to the socio-demographic profiles having a significant relationship to the respondents’ attitude towards Mathematics. The researcher suggests

extending this study to identify some other considerable characteristics of the respondents and incorporate interviews, focus group discussions, or case studies for in-depth data analysis.

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ACKNOWLEDGMENT
The authors wish to acknowledge DOST-SEI CBPSME for funding this study.