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Chapter 1

THE PROBLEM AND ITS SETTING

Introduction

A person's education is a crucial aspect of their life. The secret to future success and

having a lot of opportunities in life is it. For people, education has various benefits. For

instance, it clarifies one's thoughts and perceptions. Graduating from college enables

students to pursue higher education or make plans for the workforce. Education in a subject

area enables people to think, feel, and act in a way that supports their success and raises

both their level of personal happiness and that of their community. Education also helps

people develop their personalities, ideas, and social abilities. It also gets people ready for

experiences in life. People that possess it have a distinct standing both within and outside

of their own community. Everyone has a right to education "from cradle to death," based on

the researchers’ perspective. Having an education has several advantages, including

having a successful career, enjoying excellent social standing, and feeling confident. First

and foremost, education gives us the opportunity to have a successful profession. There

are many opportunities for us to work at whatever place we want. It increases the likelihood

of obtaining better and simpler employment. Our chances in life are higher the more

educated we are. Additionally, education sharpens our mind, supports our ideas, and

bolsters our moral fiber and interpersonal behaviors. It provides us with knowledge in a

variety of subjects in general and our area of expertise, particularly what we must learn for

our professional careers. Therefore, without education, we may not be able to live healthily

or have a respectable career. Furthermore, it is commonly known that gaining confidence

always results from schooling. Being self-assured brings us numerous benefits and success

in life, thus it is a tremendous blessing for us. All things considered; education is the
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process of obtaining information and knowledge that paves the way for a prosperous future.

As was already mentioned, having an education has several advantages, like having a

successful career, a high social standing, and self-assurance. Through education, we learn

to regard challenges as opportunities to overcome fearlessly and try new things. It is the

primary reason for successful people's success and developed nations' worth. Therefore, it

is believed that education is the true foundation for all future achievement (Al-Shuaibi,

2014).

Students go through stages of concrete, semi-concrete, and abstract learning when

learning mathematics. Students first learn from things that are already actual in the concrete

stages, then they learn in the semi-concrete stages from drawings of mathematical objects,

and finally they learn not to use images but symbols of mathematical numbers in the final

stages (Jamaris M. 2014). Some individuals view mathematics as an activity that involves

adding, removing, and dividing numbers or any activities involving counting problems that

are given as questions. Math learning challenges are also referred to as dyscalculia

(dyscalculis). Dyscalculia has medical overtones that imply a relationship to conditions of

the central nervous system. Acalculia is the name for severe learning disabilities in

mathematics (acalculia).

The Coronavirus or COVID-19 outbreak has altered in many aspects of human life,

including education. This is due to the new virus's rapid and exponential spread, which

forced most governments to close educational institutions an attempt to control the spread

of the Coronavirus. According to UNESCO (2020), this decision has affected at least

1,268,164,088 students from 177 countries, or 72.4%. These figures, however, do not

include schoolteachers, educators, and trainers, as well as faculty members. Although

students and educators were dissatisfied with the closure of their institutions, they had no
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choice but to unanimously support the decision to protect themselves and family members.

Despite this harsh decision, people were unable to prevent the spread of Coronavirus. The

new format is likely to have an impact on learning pedagogy, affecting both students and

teachers. This necessitates a systematic approach to evaluating online teaching and

learning adaptation in comparison to the previous format, where in-person education may

have been the focus (Kumar, et al. 2021).

In the Philippines, the Department of Education No. 12, s. 2020 has used distance

learning modalities that involve technology and an internet connection to ensure learning

continuity. Students can thus continue their education in remote settings via online/offline

platforms, television and radio, and printed modules. They can use these tools in a variety

of ways, including blended learning and home schooling. Blended learning combines any of

these modalities to maximize their benefits and achieve high-quality learning. Students

learn at home with the help of a caregiver who serves as their teacher. Education employs

a hybrid or blended learning approach that combines asynchronous and synchronous

instructional delivery. Educators can work on modules that need to be instructed in real time

as well as modules that can be learned online when using the hybrid method of conducting

classes. Assessments, homework, projects, and other classroom outputs can all be

completed asynchronously.

Math instruction has grown infinitely more difficult as if mathematics weren't tough enough

already. Social media makes it clear that many parents already have unfavorable views

about how math is taught in schools today, and these same parents are now our students'

substitute teachers. There are other factors to consider while designing math lessons for

remote learning, but the following three recommendations cover most of them (Ferlazo,

2020). The researcher aims to know the level of understanding of the students
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specifically, the students in Polytechnic University of the Philippines in the course Bachelor

of Secondary Education Major in Mathematics in the subject College of Advance Algebra,

Geometry and Trigonometry.

Theoretical Framework

This study is anchored and based on Moore's Theory of Transactional Distance. The

transition from face-to-face learning to online learning happened when the pandemic hit.

Students, as well as teachers, experienced great changes that affect the learning process

as they are new to this mode of learning. Transactional Distance theory argues that the

distance between learners and instructors can "lead to communication gaps, a

psychological space of potential misunderstanding between the behaviors of instructor and

those of the learners" during distance learning (Moore & Kearsley, 1996, p. 200).

According to this theory, the distance in education depends on three factors: dialogue,

structure and learner autonomy. Dialogue refers to all kinds of interaction between students

and teachers. This indicates that effective communication can help in solving the problem

such as reducing the transactional distance (Moore, 1997). Structure includes the

objectives, strategies and methods used by the teachers and students in the course. It is

defined as the capability of the course to meet students’ needs (Zhang, 2003). Learner

autonomy is mostly about the "self". It is determined by students’ determination and control

in their learning process and can be influenced by the dialogue and structure (Giossos et

al., 2009, p.2).

Furthermore, McIsaac and Gunawardena (1996), claim that the three factors have an

inverse relationship with each other, such as an ineffective dialogue can lead to decrease in

structure and learner autonomy, thus increases the transactional distance. The study is

about the level of students understanding in terms of their mathematics subjects during
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online class. Based on the theory, the level of students understanding is determined by the

dialogue, structure, and learner autonomy. If there is no effective communication between

students and lecturers, the students’ needs will not be met resulting to low level of

understanding and vice versa.

Conceptual Framework

Adapted
Standardize
Examination in
College and
ODL Modality
Advanced Level of
in learning
Algebra by
Mathematics Understanding
Kentucky
Subjects during
Online Testing
Pandemic
and Plane and
Solid
Geometry by
Jovit

Figure 1: Conceptual Paradigm in the Difference of the Variables

The Level of Understanding was based on a score of standardized examination. Then the

significant difference between the College and Advance Algebra, and Plane and Solid

Geometry was also based on a score of standardized examination. This study will identify

how well students understand their mathematics subjects during the conduct of online

classes.
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Statement of the Problem

This study aims to determine the level of selected students understanding in terms of their

Mathematics subjects.

Specifically, it seeks to answer the following:

1. What is the level of understanding of the online distance learning students in College

and Advance Algebra?

2. What is the level of understanding of the online distance learning students in Plane and

Solid Geometry?

3. Is there any significant difference between the level of understanding of the online

distance learning students in College and Advanced Algebra and Plane and Solid

Geometry?

Hypothesis

Null Hypothesis (Ho): There is no significant difference between the level of understanding

of the online distance learning students in College and Advanced Algebra and Plane and

Solid Geometry.

Alternative Hypothesis (Ha): There is a significant difference between the level of

understanding of the online distance learning students in College and Advanced Algebra

and Plane and Solid Geometry.

Scope and Limitations of the Study

This study focused on the level of understanding of second year student in Bachelor of

Secondary Education Major in Mathematics in Polytechnic University of the Philippines

Alfonso, Cavite. The data collection has been conducted to 100% of the total population in

second year students school year 2022-2023 who will represent the population. This study
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will not cover other problems and factors such as teachers’ factors, environmental factors

and others, that are not considered as one of the understandings of the learners in

mathematics. The study has been done through the utilization of questionnaire to the

students as a survey and reference. By this strategy the researchers have known the level

of understanding of the learners in Mathematics.

Significance of the Study

This study has determined the level of understanding of second year students in the

course of Bachelor of Secondary Education major in Mathematics in the midst of online

classes. This study provides information for them to be aware about the effect of pandemic

on the learners understanding in mathematics. Therefore, it will benefit the learners,

educators, parents, and future researchers.

Learners - This study helps them to know how to properly handle their way of learning and

to know what the factors are affecting their understanding in math through online class or

even face to face. They can also gain knowledge from this research about some strategies

and techniques that they can use and apply to understand the lesson in mathematics.

Educators - This study helps educators to know the level of understanding in mathematics

of the students, especially today that the mode of learning is online classes. In that case,

they will think of teaching strategies that can help those students who have low

understanding mathematics. It is an eye opener for educators, for them to make

mathematics more understandable.

Parents - They will be aware how their children striving to achieve or attain mathematics in

the new method of learning. In addition, they will know the struggles that can affect the

mental health of their child. So thus, they will give a hand to their children to cope up easily

on the new normal and especially on the aspect of learning.

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Future Researchers – This research will be a useful reference for the researchers who

would plan to make more any related study precisely the standard underlying the Bachelor

of Secondary Education Major in Mathematics.

Definition of Terms

The following terms are defined based on how they are used in this study:

Augmented Reality - It aids pupils in learning new information and abilities. In order to

better prepare students for the future, augmented reality (AR) in education includes

elements that improve the development of skills like problem-solving, teamwork, and

invention.

Blended Learning - A style of instruction that combines digital media and technology with

conventional instructor-led classroom activities to provide students more freedom to tailor

their learning experiences.

Distance Learning - Where individuals learn independently without face-to-face contact

with peers or a teacher. Students rely on the internet instead for the delivery of their

courses, which often include webinars, videos, online texts, and audio.

Learner Autonomy – The students are able to manage their own learning in a distance

learning environment. They are capable for being independent and responsible students for

what they learn and how they learn it.

Level of understanding – The exam grades will determine the level of understanding of

the online distance learning students in College and Advanced Algebra and Plane and Solid

Geometry by taking a survey examination.

Online Distance Learning - The teacher teaches lessons through zoom, Google

classroom, and Microsoft Teams. The teacher gives activity in synchronous and

asynchronous classes.
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Chapter 2

REVIEW RELATED LITERATURE

This chapter presents the reviewed literature and studies about the level of

understanding of mathematical subjects of the selected students during online classes.

This chapter is divided into three (3) parts: first is learning delivery modality; second is

level of understanding in mathematics; and third is implementation of online learning

courses: College and Advance Algebra and Plane and Solid Geometry.

Learning Delivery Modality

DepEd establishes a distance learning strategy that includes three methods: the

distribution of printed modules to students, access to DepEd Commons, an online

education platform developed by DepEd to support alternative modes of learning, and the

distribution of lessons or self-learning modules via radio and television. However, the

specific guidelines for implementing distance learning are still being reviewed (Magsambol,

2020).

Several factors must be considered as the Philippines embarks on a new mode of

learning. This includes teacher capacity, the learner's situation and context, and the

effectiveness of the learning environment. These, of course, are in addition to the more

obvious issues of internet speed, material cost, and mode of delivery. The best way to

proceed is to take a step back and develop a strategy that involves teachers, students,

parents, school administrators, and technology-based companies. This collaborative

response based on a shared vision is the type of creative solution that this novel problem

requires (Joaquin et al, 2020). Numerous studies have explored the challenges that

students with distant learning encounter. The major problem is that, because of its novelty,

nobody fully comprehends distance learning-not parents, not teachers, nor students. As a
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result of distance learning, a lot of students have lost interest in their studies (Meşe, 2021).

Motivation is one of the most crucial elements of student learning. A student’s overall

academic performance will surely suffer if students get demotivated.

Distance education has traditionally been defined as any educational or learning

procedure in which the guide and student are geographically separated. There is no

interaction among the students. Distance education, also known as distance learning,

distributed learning, or remote education, has been around for quite some time. It entails

obtaining information through methods other than the traditional method of acquiring

knowledge - attending institutions. Some recent definitions have emphasized it as a novel

development involving cutting-edge technology. Computer and electronics technology have

had a significant impact on modern distance learning. Technology now allows the guide and

student to communicate almost immediately. Computers, satellites, the internet, cable

television, interactive video, and other technologies can deliver study materials instantly.

Online learning can take the form of synchronous, real-time lectures and time-based

outcome assessments, or it can take the form of asynchronous, delayed-time activities such

as pre-recorded video lectures and time-independent assessments (Oztok et al., 2013).

According to Cavanaugh Et al. (2009), He claimed that reported the barriers in the existing

literature to online learning implementation as well as the benefits and challenges of online

learning. Higher levels of motivation, expanding educational access, providing high-quality

learning opportunities, improving student outcomes and skills, allowing educational choice,

and administrative efficiency are notable benefits of online learning. Meanwhile, the high

cost of start-ups, digital divide issues, governmental approval, and student readiness are

the challenges raised in the implementation of online learning.

In a recent study, Binti Abd Aziz et al. (2020) investigated the barriers to online

learning. According to the authors, addressing these barriers could lead to effective online
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learning practices. They identified the barriers in terms of attitudes, interruptions,

technology skills, and personal skills. Attitudes towards online learning refer to the feelings

of the people towards online learning. Students' overall development will probably be

impacted. There won't be many chances for the pupils to interact with their teachers and

peers. As a result, their academic results can be impacted, and the students who find it

difficult to adjust to the shift might suffer as a result. Computer, online, and computer

application literacy skills are the components of technology skills. Interruptions to online

learning are defined as the limits to technological access because students may be living in

rural areas, being part of a minority group, having disabilities, or due to mature age.

Personal skills are skills relating to prior experience of using online learning. Path analysis

disclosed that attitudes toward online learning and technology skills are the main barriers to

online learning. The inability of the students to study at their own pace has also posed a

barrier to students’ online learning. Learner autonomy is the ability of learners to assume

control or to take charge of their learning (Benson, 2001). Dealing with learners in any

blended learning or remote learning mode who are unable to learn independently or who do

not receive regular support from their parents or guardians will provide a difficulty in the

implementation of the various learning delivery modalities. The mass creation of the

instructional materials required for instructors and students, as well as the backing of media

organizations like TV and radio stations, will be crucial for the implementation.

With the sudden move to emergency online delivery and the widespread closure of

campus facilities, the issue has come into sharp focus. Despite this move, there is limited

evidence regarding the impact of differences in broadband access or speeds on learning

outcomes in online education at a large scale. Autonomous learners were able to

understand the online learning process (Fotiadou et.al., 2017), which enabled them to

achieve high grades in online learning classes (Yen & Liu, 2009). In other words,
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mathematics learner autonomy is the ability of learners to understand and assume control

learning of the online materials with little supervision (Benson, 2001; Fotiadou et.al., 2017).

In the Philippines, Pena-Bandalaria (2009) reported those personal concerns (e.g., difficulty

to interact and contact teachers, difficulty to seek help, difficulty in under-standing the

topics), technical concerns (e.g., problems accessing the course site), and the digital divide

were barriers to online learning. This finding is consistent with the results of the study of

(Gledhill et al., 2017). He also revealed that limited or poor access to the Internet,

technology, and networks were the constraints of e-learning in less developed countries.

Perceived Internet speed is the subjective evaluation of the speed of the Internet in

supporting online learning sessions (Gledhill et.al., 2017). differences in the quality of

broadband connectivity for students living at home, as opposed to on campus, is likely also

an important consideration in this potential divide (Rasheed et al., 2020). Raes et al. (2019)

and Rasheed et al. (2020) both provide systematic reviews of synchronous hybrid learning

and the online aspect of blended learning respectively. Raes et al. (2019) suggest grounds

for cautious optimism about synchronous hybrid learning in creating an engaging learning

environment relative to fully online, but also acknowledge the technological challenges,

such as connectivity issues, that may present in such an environment. Based on the study

of Natividad (2021), and Salac and Kim (2016) explained the slow Internet connection in the

Philippines. They agreed that Internet connection in the Philippines is slow due to limited

Internet infrastructure which is brought by outdated laws and heavy bureaucratic processes

for the development of Internet.

Moreover, it is said on the study of Francisco and Barcelona (2020), it challenges

both the instructor and learners with regard to usefulness. Students must be technologically

oriented. This means that the students and teachers would have to go out of the box in

using this web-based classroom. It is an advantage for them to challenge and equip
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themselves with the 21st century skills (ICT) of the educational system of the present time:

It minimizes personal presence in the classroom. Meaning, a facilitator could discuss and

instruct his learner without the task of going to classes on a regular basis. This platform

could be accessed easily due to its feature of user-friendliness. the learner could still attend

to other important matters whether personal or professional in nature. It’s easy not the take

online learning seriously. With regular classroom learning, learners have a specific place

that they need to be at a specific time. But, learning online requires them to set aside some

time on their own to study and go through the lessons. This requires discipline and a real

understanding about how to wisely use their time throughout the day.

Level of Understanding in Mathematics

Mathematics holds a relevant and unique place in the school curriculum as it is

important for the better living of the individual. One of the most significant abilities is

understanding connected with achieving educational goals. However, notes whereas

comprehension is a notion, one of the cornerstones of education, "what it means to the

question "understand" is deceptively straightforward. Yet one that is probably going to be

anything but easy response. A major concern in school Learners' comprehension of math’s

concepts in mathematics. Conceptual the importance of comprehension in mathematical

ability that "is required for Mathematics can be successfully learned by anyone (Findell,

2001).

Students that have a conceptual grasp are aware of more than just discrete facts and

techniques. They are aware of the significance of a mathematical concept and the range of

situations in which it can be used. As a result of the way they have organized their

knowledge, they can acquire new concepts by making connections between them and what

they already know.

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Moreover, students who find mathematics to be reasonably simple, on the other hand,

report that their teachers explain the ideas clearly and teach them well. It has been

observed that students who find mathematics to be extremely tough tend to give up more

easily than those who find the subject simple. Teachers cite prerequisites and students' lack

of effort as the main causes of mathematics being a challenging subject for students. It was

also believed that pupils' lack of enthusiasm, unwillingness to ask for assistance, and

inattentiveness in class contributed to the challenge of learning mathematics. Teachers

stated that there is a shortage of Mathematical instruction is challenging because of a lack

of necessary prerequisites, a challenge in quickly learning the concepts, and an increase in

the number of students in a classroom. The results show that teachers must understand the

value of making classroom mathematics engaging so that pupils will put forth the effort

necessary to acquire it. The outcome is discussed in light of the students' perspectives and

learning methods (Gafoor, 2015). Learning, especially math learning, is a sophisticated type

of cognitive activity. It is influenced by a variety of things, including short- and long-term

memory, the capacity to recall mathematical knowledge, and visual and spatial perception

skills (Chinn, 2014). Earlier studies found a variety of causes for why students struggle in

math. Differences in students' math learning are influenced by cognitive, affective, and

contextual factors.

Students' expectations regarding the difficulty of mathematics should be taken

seriously because these expectations are linked to a variety of unfavorable ideas and

thoughts, as opposed to positive expectations, which are only linked to favorable views.

According to students' motivating ideas, many of them lack the self-confidence necessary to

master mathematics. According to research, cognitive processes, motivational processes,

emotional processes, and selection processes are all highly influenced by self-efficacy, or a

person's conviction in his or her own ability to complete or succeed in a task

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(Schwarzer,2014). Teachers have found that students' insufficient effort is the main cause

of their difficulty studying mathematics, and they were not particularly aware of the

importance of students' self-efficacy in this regard (Gafoor, 2015). IQ is substantially

correlated with early accomplishment, whereas motivation and the application of cognitive

strategies predicted achievement progression (Murayama, et.al 2013).

Implementation of Online Learning Courses: College and Advance Algebra and Plane

and Solid Geometry

Online learning refers to instruction 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 (Maddison et al, 2016) Through online coursework, institutions have

dramatically expanded their distance education programs, though frequently with the goal of

improving accessibility and convenience for students rather than cutting expenses. After the

recent crisis, policymakers in numerous states supported additional growth in online

learning, presuming that these courses must be more cost-effective than in-person courses

(Chen 2012). It is based on two premises that online course sections are continuously less

expensive and that they produce roughly comparable student outcomes that online courses

are more cost-effective than traditional, face-to-face courses.

The Philippines' basic, higher, and advanced levels of education adopted online

learning as a result of the ban on face-to-face communication. The use of synchronous and

asynchronous online learning, which demands better internet access among teachers and

students, was one of the most notable aspects of educational delivery throughout the

pandemic period. Each educational leader, including classroom teachers, worked to

develop the most effective instructional format, whether it be print-based or not, for students

to use. For the majority of teachers, introducing this new method of instruction and
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encouraging student engagement and participation proved to be a difficult undertaking.

Moreover, the task of designing appropriate instructional material is necessary to support

the needs of the students and thus they will become more engaged in asynchronous online

learning (Alrajeh & Shindel, 2020). One of the common instructional delivery methods used

in the introduction of asynchronous online independent study at the advanced education

level during the pandemic period has been identified as the digital learning module.

Planning out the learning activities that are appropriate for the learners and cover the

course goals in alignment with the program aim and performance indicators as shown in the

course syllabus takes time during the production of the digital module. The purpose of the

digital module is to document the independence with which advanced education students

are able to study mathematical topics (Setiyani et al., 2020).

The sudden change of the mode of instruction in any level of education brought a

significant effect on the teaching-learning situation. There were some challenges

encountered by both the students and teachers during the pandemic in the flexible learning

environment (Laguador, 2021) limiting face-to-face interactions and promoting online

distance learning through synchronous and asynchronous learning approaches. The

utilization of the developed digital module for the asynchronous mode of learning boosted

the learning experiences of graduate education students. The shift from a classroom

environment to a home learning environment raises another concern for students. Students

that have no access to a personal physical online learning environment could be disrupted

by noise and other distractions (Baticulon et al., 2021; Bringula et al., 2021). The

pedagogical style also changed. In particular, there are parts of the content of the syllabus

that students have to learn on their own, tasks that may not be practiced in a face-to-face

setup. The ability of the students to learn and study course material during asynchronous

sessions poses difficulties to online learners. These barriers are found to hinder the
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effective implementation of online learning. Due to this sudden change in the way of

learning, most of the students faced difficulty in learning, especially in the subject that

involves solving and analyzing. In the online learning mode or in the modular learning

mode, the learners have to analyze a certain subject on their own in a way of reading it or

hearing it from the professor during the online classes. It is said that the structure of the

human brain allows it to comprehend visual information right away. Students learn more

easily when difficult information is illustrated using graphs, tables, drawings, pictures, and

other visual representations. In other words, a good design can be more effective than a

written or vocal explanation and offer a more practical learning experience. The suggested

approach has a major impact on learning, especially when used to teach mathematics, a

subject that is theoretical and challenging for most students. In addition to using visual

methods in the math learning process, students who solve math problems with visual

representation, especially in geometry, find it easier to understand and enhance their

subject-specific learning foundation.

In this study the researcher focused on the students’ level of understanding in two

courses, which is college and advanced algebra and plane and solid geometry. According

to Li et al. (2010) found that students' performance in college algebra was strongly

correlated with their high school and college grades, with the latter having the highest

connection. The performance of the students in college algebra and the results of the

standardized tests showed relatively weak connections. On the other hand, effective values

of groups with high, average, and low academic performances on plane and solid geometry

of students, according to Lin Hao-Chiang et al. (2013), showing no effect, a minor effect,

and an average effect, respectively. According to this finding, kids who perform poorly in

academics benefit from AR-assisted teaching.

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The Modern Algebra course, also known as Abstract Algebra, has been identified by the

mathematics education major students as one of the most challenging subjects because of

its symbolic features and structures which made its concept foreign to study (Ko and Knuth,

2013; Mowahed et.al. 2019). The course intends to enhance logical and analytical

reasoning and symbolic thinking of the students in the appreciation of basic algebraic

structures: groups, semigroups, and rings. The New Normal phenomenon made the

teaching and learning of the subject more challenging because of the absence of the usual

face-to-face classroom interaction among the higher education institutions (HEIs)

worldwide. The primary reason for designing the digital module is to make possible the

attainment of the set of educational objectives for (abstract algebra) course. Students

assumed that they had learned the most essential foundational topics and concepts of the

set theory, linear algebra, number theory, and probability theory to better understand the

content of this course materials. They are expected to exert time and effort to learn every

topic which was arranged in a manner that prerequisites are considered first. The material

hopes to help students learn the salient and essential topics of the subject, both in

synchronous and asynchronous blended teaching-learning approach.

Understanding the College and Advanced Algebra and Plane and Solid Geometry is a

challenge for the learners and also for the teachers on how they will be able to teach it to

the students. Learners face a lot of challenges in learning these subjects. When it comes to

learning mathematics, taking lessons online can offer both benefits and difficulties. The

experiences and results of students in online math programs can be influenced by a

number of things. It's essential to have access to dependable internet connectivity and the

right technology (computers, tablets, etc.) to take part in online math courses. Students may

find it difficult to fully engage with the material and communicate with teachers and

classmates if they have limited access or technological difficulties. The accessibility and
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quality of online tools and resources for math instruction can have a big impact on students'

comprehension. The learning process can be improved by using interactive math software,

virtual manipulatives, online textbooks, and instructional websites. On the other hand, a

dearth of appropriate resources may restrict students' options for experimentation and

practice. Students taking math programs online must be self-motivated, efficient at time

management, and engaged in their own education. Setting goals, focusing on them, and

controlling distractions are essential. Students are more likely to have a solid understanding

of mathematics if they participate actively in online forums, finish assignments on time, and

ask questions when they need clarification. Effective evaluation techniques are required for

online math classes in order to monitor student growth and offer feedback. Online

examinations, assignments, and quizzes can be used to evaluate understanding and

pinpoint areas that need work. Automated and individualized timely feedback is essential for

directing students' learning and correcting misconceptions. Students' capacity for

concentration and participation in online math programs can be affected by their home

learning environment. Parents' or guardians' support, which includes establishing a

comfortable study environment, reducing distractions, and offering encouragement, can

have a favorable effect on students' learning outcomes. Although flexible and convenient,

online math lessons must solve these issues if they are to maximize students' learning

opportunities. Strong communication channels, online-specific pedagogy, and effective use

of technology can all help to overcome obstacles and advance a deeper comprehension of

arithmetic ideas. The learners also have different styles of learning that can also be a

challenge for the students. Other learning styles also need to be considered, due to the fact

that learning style preferences differ, and some learners are multimodal. This was illustrated

by a study of low and high achievers in Mathematics in Brunei, which found that the high

achievers made use of an auditory learning style significantly more than did the low
 POLYTECHNIC UNIVERSITY OF THE PHILIPPINES 20

achievers and used the read/write style that involved textbook reading and note-taking more

effectively, in addition to memory strategies (Shahrill et al., 2013). When asked how they

studied math, the high achievers responded in a way that suggested context had an impact

on their preferences for learning styles, with distinct learning techniques being employed for

homework at home and in class. The lack of a partner to work with at home may have

contributed to the learners' reliance on independent learning at home, which also included

reading and writing.

On the other hand, despite being independent there is still a way for the learners to

have dishonesty in learning. A particularly pertinent issue in this regard is academic

dishonesty (McCabe et al., 2012). Some argue that even the measures that are used to

gauge learning in online courses, such as scores on formative or summative assessments,

do not truly reflect learning because they are possibly tainted by cheating that occurs during

these assessments (Harmon et al., 2010; Arnold, 2016). Such arguments are predicated on

the assumption that academic dishonesty is more prevalent in online courses than face to

face ones (Kennedy et al., 2000; Young, 2012). Similarly, online test takers can use

unauthorized resources (e.g., cheat sheets, books, or online materials) during

assessments. Also, the online environment – by the mere absence of a close relationship

and interaction with an instructor – can encourage collaborative work with other students

(Sendag et al., 2012; McGee, 2013; Hearn Moore et al., 2017). Because of the anonymity

and separation that online classrooms offer between students and teachers, it is simpler for

students to participate in dishonest behavior without being caught. Academic dishonesty –

in perception as well as self-reported behavior – is more common in online environments. In

surveys, students convey that more cheating occurs in online exams, typically by way of

looking up answers on various devices, using social media, or by seeking unauthorized help

from friends. Online classes frequently lack direct supervision, which gives students greater
 POLYTECHNIC UNIVERSITY OF THE PHILIPPINES 21

possibilities to cheat without being constantly watched than in-person classes do. Given the

rigorous deadlines and time limits of online classes, some students may turn to cheating to

achieve the requirements, particularly if they feel overburdened or unable to do the work

within the allotted time. When compared to traditional classroom settings, online learning

environments can occasionally be less engaging. Students may be more likely to cheat in

order to avoid doing the work or get a better grade without putting in the effort if they are not

actively participating or find the material boring.

Synthesis of the Reviewed Literature and Studies

The above literature and studies have been helpful to the researcher to assess

students’ level of understanding in mathematical subjects during online class in the New

Normal.

The first part deals with the learning delivery modality refers to the method or

approach through which educational content is delivered to learners. It encompasses the

various ways in which instruction and learning activities are structured, facilitated and

knowledge or skills are acquired. Various learning delivery modalities are used in different

contexts to cater to the diverse needs and preferences of learners. The studies and

literature focuses on the most used learning method in tertiary level, which is online

distance learning. Online learning can take the form of synchronous and asynchronous

classes.

The widespread and expanding phenomena of distance learning (DL) has greatly

increased the usage of information and communication technology (ICT) in tertiary

institutions. The fastest-growing area of higher education right now is online, which is

becoming more and more well-liked both on and off campus (Manalo, 2022). According to

Markova (2017), learning effectiveness and pleasure can be affected by students' tendency
 POLYTECHNIC UNIVERSITY OF THE PHILIPPINES 22

to feel more confused, alone, and frustrated in online contexts. However, DepEd pursues

distance learning as the topmost preferred learning modality.

ODLM has limited learners' access to more learning spaces and facilities,

engagement with peers and teachers, practical and hands-on activities, and knowledge

despite the ease with which information is now available and the breadth of learning gains.

This had an effect on the students' mental health as well as the effectiveness of teaching

and learning (Barrot et al., 2021). Learners become disengaged and unmotivated (Turner,

2020), mentally and emotionally distressed (Fawaz et al., 2021) as COVID-19 increases

feelings of anxiety and unease (Copeland et al., 2021); unfamiliarity with new learning

environments and platforms; technical problems; and lack of resources in ODLM (Barrot et

al, 2020).

The second part is all about the level of understanding in mathematics, some

students might have a firm understanding of mathematical ideas and be able to handle

challenging problems with ease, while others might find it difficult to comprehend even the

most fundamental ideas. Math comprehension is often evaluated in a variety of ways,

including through homework assignments, tests, quizzes, and classroom participation.

These tests assist teachers in assessing students’ understanding of mathematical

ideas, their capacity to apply mathematical knowledge, and their capacity for problem-

solving.

It’s important to note that students’ understanding of mathematics can evolve over

time with proper instruction, practice, and exposure to challenging problems. Effective

teaching methods, supportive learning environments, and opportunities for meaningful

mathematical experiences can help students progress from lower levels of understanding to

higher ones. Additionally, individual factors such as prior knowledge, cognitive abilities,
 POLYTECHNIC UNIVERSITY OF THE PHILIPPINES 23

motivation, and learning styles can influence a student’s level of understanding in

mathematics.

Understanding mathematics requires an internal process. How can we assess a

person's degree and level of mathematical comprehension, and how can we determine

whether they have attained mathematical understanding as a result of their mathematical

learning? According to academics and researchers, this can generally be deduced from an

individual's behavior because internal psychological processes usually produce exterior

effects (Thorndike and Thorndike-Christ, 2009). Additionally, they suggested that an

individual's mathematical understanding should be assessed based on his or her overall

performance because even someone with insufficient understanding can complete a single

task properly.

The third part is tackled about the implementation of online learning courses in tertiary

level specifically the college and advance algebra and plane and solid geometry.

Implementing online learning in two specific courses shows that students understanding

has an average impact on those students who have poor academic performance on plane

and solid geometry while no effect at the college and advance algebra. Implementing online

learning has two methods asynchronous and synchronous. Conducting synchronous class

specially here in the Philippines is facing lots of difficulty because of the slow internet

connection. Since the Philippines is still one of the nations in Asia with slow internet,

internet connectivity is a common concern raised by instructors and pupils. Another issue is

wireless connectivity, as the country has seen on television or read in news articles about

instructors and kids climbing up hillside or mountain slopes to obtain wireless signals for the

internet (Averia, 2020). In that case the most used method of online class is asynchronous,

it required the students to act independently cause of the distance of students to each

other. However, there is still a possibility that the students’ work is not from their own
 POLYTECHNIC UNIVERSITY OF THE PHILIPPINES 24

knowledge. Having access on the internet, some learners are committed to dishonesty. This

may be one of the factors why there is an average effect of implementing online learning to

the student’s academic performances.

This study examined distance learning modalities throughout the pandemic,

attempting to illustrate students' level of understanding in mathematical subjects. It shares

some parallels with the reviewed literature and studies addressed. The participants are the

second-year students of Bachelor of Secondary Education major in Mathematics who had

been experiencing an online class when the pandemic hit and its only distinction from prior

studies was its emphasis on comparing the students' academic achievements, specifically

in college and advanced algebra and plane and solid geometry course.
 POLYTECHNIC UNIVERSITY OF THE PHILIPPINES 25

Chapter 3

METHODOLOGY

This chapter gives an outline of the research method, sampling technique, description of

respondents and the statistical treatment of data.

Methods of Research

The researchers used quantitative method with the combination of descriptive research to

answer the questions. According to McLeod (2019), the practice of objectively gathering

and evaluating numerical data to characterize, forecast, or regulate factors of interest is

known as quantitative research. Testing causal links between variables, making predictions,

and extrapolating findings to larger populations are the objectives of quantitative research.

The goal of quantitative research is to identify general principles governing behavior and

phenomena in various contexts. Research is utilized to put a theory to the test and

determine whether to accept it or not.

Descriptive research is a quantitative method technique that aims to gather quantifiable

data for the population sample's statistical analysis. It is a well-liked market research

instrument that enables us to gather and explain the characteristics of the demographic

segment (Heath, 2023).

Population, Sample size and Sampling Technique

The participants were second year students of Bachelor of Secondary Education Major in

Mathematics in Polytechnic University of the Philippines – Alfonso Campus for the school

year 2022 – 2023. The exam grades of the students on the College and Advanced Algebra

and Plane and Solid Geometry were considered and reviewed upon the participants for this

study, from all students of BSE 2 Math.

 POLYTECHNIC UNIVERSITY OF THE PHILIPPINES 26

This study used probability sampling method; every member of the population has a

possibility of getting chosen. Mostly quantitative research uses it (McCombes 2019).

Though it applied simple random sampling technique. According to Hayes (2022), simple

random sampling (SRS), a probability sampling technique involves selecting participants

from a population at random. There is an equal chance that every member of the population

will be chosen. This technique often yields representative unbiased samples.

Description of Respondents

The respondent of this study is from second year college students of Bachelor of

Secondary Education major in Mathematics. They are qualified to be the participants of this

study, because they experience distance learning in the academic year 2021-2022 and took

the College and Advance Algebra and Plane and Solid Geometry subject that will be

needed to measure in this study.

Research Instrument

The researchers used a researcher-made instrument which is divided into two parts.

First is the demographic profile of the respondents including their General weighted

average in College and Advance Algebra and Plane and Solid Geometry after the

demographic profile is the standardized examination, this assessment can show the level of

understanding of the students in College and Advance Algebra and Plane and Solid

Geometry. Before it proceeds in the data gathering, the researchers look for a professional

to check the survey examination for its validity. While the researchers also take a reliability

test in BSE 3 Math to see if the questionnaire is balanced and has a consistency in the

results.
 POLYTECHNIC UNIVERSITY OF THE PHILIPPINES 27

To determine the level of understanding of the students based on the exam grades,

the researchers used the Polytechnic University of the Philippines grading system.

Table 1

Scale for Students’ Level of Understanding in Mathematics Subjects

Grade Percentage Verbal Level of

Interpretation Understanding
1.0 97 - 100 Excellent Highest Level
1.25 94 - 96 Excellent
1.5 91 - 93 Very Good High Level
1.75 88 - 90 Very Good
2.0 85 - 87 Good Moderate Level
2.25 82 - 84 Good
2.5 79 - 81 Satisfactory Low Level
2.75 76 - 78 Satisfactory
3.0 75 Passing Average Level
5.0 65 - 74 Failure Poor Level

Data- Gathering Procedure

For the goal of this study, the researchers selected the second year of Bachelor of

Secondary Education major in Mathematics. When the permission was given, the

researchers requested permission to conduct data gathering, Google Forms survey was

implemented by sending links through Facebook messenger. The respondents were given

an adequate time to answer the questions. Any questions asked by the respondents

entertained by the researchers. Then all data were gathered and tabulated.
 POLYTECHNIC UNIVERSITY OF THE PHILIPPINES 28

Statistical Treatment of Data

For the purpose of analysis and interpretation, the data gathered were coded, tallied, and

tabulated depending on the following statistical treatment.

Descriptive Statistics are exactly what they sound like: analyses that allow for the

presentation of data in ways that are concise, descriptive, and make them simpler to

comprehend. By offering succinct observations and summaries about the sample, which

can help discover trends, they assist us in comprehending and describing the elements of a

particular set of data. Graphs, charts, and quantitative data are frequently used in the

summary (Conner and Johnson, 2017).

Independent sample t-test is a statistical technique that is used to analyze the mean

comparison of two independent groups. In independent samples t-test, when we take two

samples from the same population, then the mean of the two samples may be identical. But

when samples are taken from two different populations, then the mean of the sample may

differ. In this case, it is used to draw conclusions about the means of two populations, and

used to tell whether or not they are similar. The researcher has used this type of statistical

treatment of data due to its compatibility for this research aim that is to see if there is a

difference between the level of understanding of the students who takes online distance

learning in the subject College and Advance Algebra and Plane and Solid Geometry
 POLYTECHNIC UNIVERSITY OF THE PHILIPPINES 29

Chapter 4

RESULTS AND DISCUSSION

This chapter comprises the account of findings and analysis of collected necessary

data to answer the research problems.

1. The level of understanding of the online distance learning students in College and
Advance Algebra

Table 2
Level of understanding of the online distance learning students in College and
Advance Algebra

Exam Percentage Frequency Percentage Interpretation

Grades
1.0 – 1.25 94 - 100 0 0% Excellent
1.5 – 1.75 88 - 93 0 0% Very Good
2.0 – 2.25 82 - 87 2 8% Good
2.5 – 2.75 76 - 81 10 40% Satisfactory
3.0 75 9 36% Passed
5.0 65 - 74 4 16% Failure
TOTAL 25 100%
Satisfactory
MEAN 77.000
STDEV 4.33013

The table 3 shows the student’s level of understanding in their mathematics subject

based on their survey examination grades in college and advanced algebra where the result

is Satisfactory with an average mean percentage of 77.000% and a standard deviation of

4.33013.

A total of 25 participants, 40% with 10 students got 76-81 which is under Satisfactory,

36% with 9 students got 75 equivalent to Passed while 16% with 4 students have 65-74

which is Failure, then the rest 0% with 0 students didn’t hit the exam grades range which is

88-100 and it fall under Very Good and Excellent.

 POLYTECHNIC UNIVERSITY OF THE PHILIPPINES 30

The findings were related to the study of Olga et al. (2016), that College algebra proved to

be very challenging for first-year pupils. That is why in order to find any answers for making

the subject easier to learn, particularly college algebra, researchers or even professionals

frequently sought to identify the various root causes of difficulty in the given subject. But the

difference is the learning method because the subject was already taken during Pandemic,

and the online learning method was implemented. And it results in the students having

more difficulties in understanding the specific subject. The majority of the respondents

(52%), have a low exam grade that ranged in 65 – 75 and is equivalent to failure and

passed. The results revealed that the respondents have a low level of understanding in the

course of College and Advanced Algebra.

Although, the factors that will cause the level of their understanding are, the students

have no interest in learning that was conducted through online, and there must be a chance

that they commit cheating in making activities, assignments, and exams through the use of

various app in solving a math and especially through searching it on google. Success as an

online student is dependent on access to a computer and reliable internet. Online

technology is seen as an active element of both students’ and lecturers’ learning systems.

Online learning is a useful tool to overcome the challenges of the pandemic crisis in

particular and other difficulties in general. Pham, et al. (2021). Another factor is most of the

topics were not discussed during synchronous rather in asynchronous. On the other hand,

maybe they are good in recitation rather than the written activities. Babcock (2013) claimed

that advanced algebra has some cultural significance (training in logical reasoning), it is not

at all culturally significant. It serves as a major preparation for subsequent mathematical

education. And that clearly stated that, it is not easy as we think, especially when it is

conducted online.
 POLYTECHNIC UNIVERSITY OF THE PHILIPPINES 31

2. The level of understanding of the online distance learning students in Plane and
Solid Geometry

Table 3
Level of understanding of the online distance learning students in Plane and Solid
Geometry

Exam Percentage Frequency Percentage Interpretation

Grades
1.0 – 1.25 94 - 100 5 20% Excellent
1.5 – 1.75 88 - 93 10 40% Very Good
2.0 – 2.25 82 - 87 5 20% Good
2.5 – 2.75 76 - 81 3 12% Satisfactory
3.0 75 1 4% Passed
5.0 65 - 74 1 4% Failure
TOTAL 25 100%
Good
MEAN 87.2000
STDEV 7.08284

Table 4 represents the student’s level of understanding in their mathematics subject based

on their survey examination grades plane and solid geometry where the result was Good

with an average mean of 87.2000 and has standard deviation of 7.08284. With the total of

25 participants, 40% of 25 got 88-93 which fall under Very good, 20% of 25 participants got

82-87 which fall under Good. 12% with 3 got 76-81 equivalent to Satisfactory, 4% with 1

student got 75 equivalent to Passed, 4% with 1 student got 65-74 equivalent to Passed.

The result revealed that the mean is 87.2000.

The above findings were similar to the study of Morin (2023) that research

demonstrates that motivated pupils stick with something despite difficulties. Students that

are engaged are attentive and curious. Regardless of whether they are in a physical or

online. classroom, they find meaning in what they are learning.

According to ViewSonic 2020 synchronous distance learning allows the instructor to

give the class some direct instruction. This makes it simple for teachers to introduce ideas
 POLYTECHNIC UNIVERSITY OF THE PHILIPPINES 32

to the class and then go into greater detail if necessary to ensure everyone is

understanding. The teacher may be able to fix errors by seeing some of the student

interactions, and if any students have questions, they can get immediate, in-person

assistance with the option of follow-up inquiries.

3. Significant difference between the level of understanding of the online distance

learning students in College and Advanced Algebra and Plane and Solid Geometry

Table 4
Significant difference between the level of understanding of the online distance
learning students in College and Advanced Algebra and Plane and Solid Geometry

Indicators Mean Std. t-Test P Value Decision Remarks

Deviation Value

CAA 77.00 4.33013 15.0963 ±2.0106 Reject There is a

Scores H0 significant
PSG 87.20 7.08284 difference
Scores between the
level of
understanding
of the online
distance
learning
students in
College and
Advanced
Algebra and
Plane and
Solid
Geometry.

With regards to the mean and standard deviation of the two variable College and

Advance Algebra and Plane and Solid Geometry. Using independent sample t-test in

computing the data with regards to the critical value of positive or negative 2.0106. On the

computed t value of 15.0963 that is greater than the critical value that rejects the null
 POLYTECHNIC UNIVERSITY OF THE PHILIPPINES 33

hypothesis. Therefore, the researcher has concluded that there is a significant difference

between the level of understanding of the online distance learning students in College and

Advance Algebra and Plane and solid Geometry. This means that most students

understand better the subject Plane and Solid Geometry during their time in online distance

learning. Maybe due to some other factors such as students are not evaluated using

PUPCET, some do not even choose to be on this program, some are even good in

recitation rather than in written exam, and other factors.

 POLYTECHNIC UNIVERSITY OF THE PHILIPPINES 34

Chapter 5

SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS

This chapter presents the summary of findings, and the recommendations made as a

projection of this study, all of which were generally aimed to summarize the end results of

this study.

Summary of Findings

The study aimed to know the mathematics achievement of the students through

distance learning modalities in the new normal. The results of the study showed the

following:

1. Level of understanding of the online distance learning students in College and

Advance Algebra

The level of understanding of the online distance learning students in College and

Advance results were “low level” with a mean percentage of 77% with a standard deviation

of 4.33013.

A “low level “rating means that most students gained percentage converted score

ranging from 70% to 80% where in most students get the score rating of 75% to 80%. This

implies that most students hardly get higher ratings due to some reasons and difficulties.

2. Level of understanding of the online distance learning students in Plane and Solid

Geometry

The level of understanding of the online distance learning students in Plane and Solid

Geometry results were “moderate level” with a mean percentage of 87.2% with a standard

deviation of 7.0828.
 POLYTECHNIC UNIVERSITY OF THE PHILIPPINES 35

A “moderate level” rating means that most students get a score rating of 80% to 95%

where in the greatest number of students gets the rating of 90%. This implies that most

students view the subject plane and solid geometry as a subject that can be easily

manageable and much easier to understand.

3. Is there any significant difference between the level of understanding of the online

distance learning students in College and Advanced Algebra and Plane and Solid

Geometry?

There is a significant difference between the level of understanding of the online

distance learning students in college and advanced algebra and plane and solid geometry.

The mean of the subject college and advance algebra is 77% with a standard deviation of

4.33013 and plane and solid geometry that have the mean of 87.2% with a standard

deviation of 7.0828 with a t value of 15.0936with a degree of freedom of 24 and p-value of

2.0106 that rejects the null hypothesis. This shows that there is a significant difference

between the two subjects. Hence this shows that students tend to understand plane and

solid geometry much easier than college and advance algebra.

Conclusions

This study provides an assessment on the understanding of the online distance

learning students in the mathematical subjects which is College and Advanced Algebra and

Plane and Solid Geometry. The result of the study shows that there is a difference between

the understanding of the participants on the two-subject area during online class. Based on

the findings of this study from survey conducted, the following conclusions were drawn:

1. The learner’s level of understanding of the online distance learning students in College

and Advanced Algebra is “Satisfactory”. This indicated that some of the lessons might have
 POLYTECHNIC UNIVERSITY OF THE PHILIPPINES 36

been quite familiar to the learners before. The data also showed that most of the students

have “Failed” in the given assessment. This clearly shows that some students may have

already forgotten the lesson or did not really understand the lesson well during the online

classes. This also meant that the students might not have learned well during the online

classes. The topic was covered during the pandemic, and online instruction was used.

Additionally, it makes it harder for the students to comprehend the relevant material.

2. The learner’s level of understanding of the online distance learning students in Plane and

Solid Geometry had a result of “Good”. This shows that most of the students are engaged

students that pay attention and are observant. Whether they are online or offline. The data

also shows that most students have enough prior knowledge about the lesson when the

assessment was given to them. In addition, the said subject is much easier to understand

online than another subject.

3. There is a significant difference between the level of understanding of the online distance

learning students in College and Advanced Algebra and Plane and Solid Geometry, most

students shows that they have more knowledge in Plane and Solid Geometry rather than

College and Advanced Algebra. This indicates that the majority of students learn more

about Plane and Solid Geometry while enrolled in online distance learning. Some students

may not be really interested in Mathematics or some of them may have forgotten some

lessons about the subject. There are many possible reasons behind it but it is said that

there is a really big difference between the two subjects.

Recommendations

Based from the conclusion of the study, the following are hereby recommended.

1. Online instruction was employed to cover the subject while pandemic was occurring.

However, based on the result of this study, the kids have a difficult time understanding the
 POLYTECHNIC UNIVERSITY OF THE PHILIPPINES 37

relevant information. Selecting good instructional material that satisfies the students

learning needs can seek to improve and enhance distance learning instruction. Instructional

resources give students access to the essential knowledge that they will encounter, absorb,

and apply throughout a course. They have the ability to motivate or disengage students.

This is particularly true for online courses, which depend on a thorough and deliberate

collection of educational resources that students will access, examine, absorb, and refer to

as they move through a course. For greatest impact, such resources must be properly

chosen, sorted, developed, and used in a course. In order to maximize student learning, the

planning and selection of instructional materials should address both the breadth and depth

of content (Karen S. 2022).

2. Promoting high-quality interaction while students are studying has been a problem with

instructional design in online training, and this study was no exception. Other researchers

have suggested a variety of techniques to address this issue, some of which are passive

and others of which are proactive. Giving students prompt feedback on their questions and

occasionally helping them with technical issues when they run into them while learning are

common examples of passive interactions. It is often advised that teachers give feedback to

students to make sure they understand the lesson.

In comparison to a traditional course, the online setting requires far more support and

feedback from the instructor. This is due to the Virtual Classroom's significant potential for

alienating students. By employing efficient feedback techniques, the teacher will be able to

recognize and cater to the needs of each individual student as well as motivate them to join

and keep participating at a high level.

3. Making the most of a web-based platform could significantly raise educational standards.

conducting more seminars and training sessions to help teachers and students learn, find

the best web-based resources to utilize in their studies, and share those resources with
 POLYTECHNIC UNIVERSITY OF THE PHILIPPINES 38

others for their own usage. There is more to designing Web-based learning than just

creating a visually appealing homepage. The teacher must carefully design a course that

incorporates the principles of active learning, motivation, and evaluation with innovative

Web design in order for online learning to be successful (Knowles et al, 1998).
 POLYTECHNIC UNIVERSITY OF THE PHILIPPINES 39

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APPENDICES
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Appendix 1

RESEARCH INSTRUMENTS
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Appendix 2

CERTIFICATION OF QUESTIONNAIRES VALIDITY

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Appendix 3

LETTER OF INTENT TO THE SCHOOL HEAD

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CURRICULUM VITAE
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