INQUIRY-BASED LEARNING: AN INNOVATION IN LEARNING MATHEMATICS

THROUGH ONLINE CLASSES

In partial fulfillment of the requirements of

Practical Research III

BY:
Carraca, John Brian
Javier, Arlan Kyle
Palo, Sandra
Ramirez, Rjay

ABSTRACT

1
 Title : INQUIRY-BASED LEARNING: AN INNOVATION IN
LEARNING MATHEMATICS THROUGH ONLINE
CLASSES
Researcher : John Brian Carraca, Arlan Kyle Javier, Sandra Palo and Rjay
Ramirez
Year of Completion :2021-2022
Adviser : Angelica Ann E. Alimario

Summary

The Philippine government implemented a number of strategies to combat the spread of

the coronavirus, including policies in the education sector, putting online learning into practice

from the convenience of one's own home. This study focused on the innovation of learning

mathematics through online classes for senior high school students at the San Juan Institute of

Technology. The challenges encountered by the students in learning mathematics online, and

strategies used by teachers when teaching were determined. The descriptive-quantitative research

design was used in the study. The researchers concluded based on the findings that simultaneous

giving of activities was the major challenge that the students encounter when learning

mathematics online.

ACKNOWLEDGMENT

2
 The researchers would like to express their sincerest gratitude to the following people for

their assistance and fruitful ideas for the completion of this piece of work.

To Annie Gay B. Espino, PhDIHM, the Director of Academic Affairs, who has been

approachable, giving her support, suggestions and guidelines as Chairman of the Panel of

Examiners in making this piece of work possible;

To Angelica Ann E. Alimario, the research adviser, for her patience and support in

conducting this study and for her advice in making this research possible;

To Haidee Hernandez, the statistician for her hard work and patience in helping the

researcher about their research’s statistical matters;

To the respondents, for exerting effort and finding time in reading and answering the

research instruments which paved the way for yielding substantial results and baseline data;

To the researcher’s friends, family, and special someone, for giving him words of

encouragement and for serving as inspiration and driving force in fulfilling this noble work. This

would not have been possible without their unwavering love and support being given to the

researcher at all times.

And above all, the Almighty God, who never ceased to love, guide, and protect the

researcher and for His continued guidance and protection.

DEDICATION

3
 This piece of noble work is wholeheartedly dedicated to the researcher’s beloved family,

professors, friends, colleagues, and loved ones who gave their full support and faith in him to

make this piece of work possible;

To the future researchers, mentors, and other researchers who appreciate its content.

And above all, to our Almighty God who never fails to always give us knowledge and

strength.

TABLE OF CONTENTS

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TITLE PAGE…………………………………………..

……………………………………….................................................................i

APPROVALSHEET…………….....................................................................................................

....................ii

ABSTRACT………………………………………………………………………………………

………………………………………………………….....iii

ACKNOWLEDGMENT…………………………………………………………………………

…………………………...............................iv

DEDICATION……………………………………………………………………….......................

....................................................v

TABLE OF

CONTENTS………………………………………………………………………………………

……....................................vi

LIST OF

TABLES……………………………………………………………………………………………

……….......................................vii

LIST OF FIGURES ……………………………………………………..

……………………………………………...................................viii

CHAPTER

I. THE PROBLEM

Introduction………………………………………………………………………

……………………............................7

5
 Statement of the

Problem……………………………………………………………………….………..

…….....9

Scope, Delimitation and Limitation of the Study…………………………..…….

……………..11

Significance of the Study …………………………..

………………………………………………….….….......12

Definition of terms

………………………………………………………………………………………………

………..14

II. REVIEW OF LITERATURE

Conceptual Literature ………………………………..……………………….

………………….…….…………….18

Research

Literature……………………………………………………………………………………

….………....20

Synthesis…………………………………………………………………………

……………………………………………....22

Conceptual Framework and

Paradigm………………………………………………………………..…

III. RESEARCH METHOD AND PROCEDURE

6
 Research Design…………………………....……….……………..

………………………..……………..……………23

Subject of the Study…………………………..

……………………………………..…………………................23

Data Gathering Instruments………………....

…………………………………………………………..…....23

Data Gathering

Procedure…………………………………………………………...…….……………..

….....24

Statistical Treatment of Data…………………………………..………….

……………………………..…….24

IV. PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA…….

………….……………......25

V. SUMMARY, CONCLUSION AND

RECOMMENDATION……………………………………………………

Summary of Findings………………….

……………………………………………….................................31

Conclusioins……………………………....…………...…………….....

……………………………..…………………..33

Recommendations……………………………………………………………….

………………........................33

Reference…....……………………….

………………………………………………………..…………………..............34

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REFERENCES

APPENDICES

CURRICULUM VITAE

LIST OF TABLES

Table Page

1 Table Title.…....………………………………………………………………..
…………………………………………………………………..…90

LIST OF FIGURES

Figure Page

1 Figure Title………………….………….……….….............................................................
……..…………..….….78
2
3
4

8
 APPROVAL SHEET

The research entitled "INQUIRY-BASED LEARNING: AN INNOVATION IN

LEARNING MATHEMATICS THROUGH ONLINE CLASSES" submitted by the

researchers namely: John Brian Carraca, Arlan Kyle Javier, Sandra Palo and Rjay Ramirez

has been approved and accepted in accordance with the conventions of research and the

guidelines of the institution.

Angelica Ann E. Alimario

Practical Research Adviser

Accepted and approved by the Committee on Oral Examination with a grade of

PASSED.

PANEL OF EXAMINERS

ANNIE GAY B. ESPINO, PhDIHM

Chairman

9
 HAIDEE M. HERNANDEZ
Member

Date:

CHAPTER I
THE PROBLEM

COVID-19 pandemic created a great impact on a persons’ daily life. This creates a huge

challenge in learning and attending classes. Which alternately brings a solution to have online

classes. How effective online classes will be for the students, and what challenges are present to

our teachers? This research will present an innovation in learning Mathematics through online

classes.

INTRODUCTION

Inquiry is a phrase used in both education and everyday life to describe the process of

seeking answers or knowledge through asking questions. Inquiry-based learning is a teaching

method in which students are at the center of the learning process and accept responsibility for

their own learning, posing, investigating, and responding to inquiries. It is regarded as a method

of instruction, that aids in the development of pupils' critical thinking and problem-solving

abilities.

Students enhance their competencies by the process of inquiry and discovery. They

develop new knowledge through exploration, experimentation, reflection, and trial and error as

they would learn how to think critically and creatively. Students enhance their learning process

by engaging themselves with different tools for information, data acquiring, and internet surfing.

10
Learning that enables critical thinking, flexible problem solving, and the transfer of skills and use

of knowledge in new situations were in the Inspiring Education document that emphasized on

engaging students in genuine knowledge creation and authentic inquiry.

Mathematics is an important subject that is part of your daily life. Many students may

have negative experiences with it as teaching was challenging with students of varying

backgrounds and abilities. It affects a life-long perception and attitude of many students, future

employees, or a citizen. It requires methodological skills, procedures, and computations that

students need when computing.

The researcher came up with this study as a response to the Covid-19 virus that is taking

over the world. Online learning became one of the conventional ways of learning as students were

able to broaden their knowledge without leaving their homes and mathematics is an important

subject that is part of your daily life. The researcher aims to know the strategies that teachers

could utilize in learning mathematics through online classes.

STATEMENT OF THE PROBLEM

1. What are the demographic profile of the respondents in terms of:

1.1 Age;

1.2 Sex;

1.3 Grade level; and

1.4 Strand?

2. What are the challenges involved in learning mathematics through online classes?

3. What are the strategies used by the teachers that help the students to learn mathematics easily?

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4. Based on the analysis, what is the best learning innovation that will help students in learning

mathematics through online classes?

SCOPE, DELIMITATIONS, AND LIMITATIONS OF THE STUDY

This study will focus on innovation in learning mathematics through online classes of

senior high school students at the San Juan Institute of Technology. It will cover the challenges

encountered by senior high school students. It will likewise give emphasis on the effective

strategies used by the teachers that will help the students in learning mathematics through online

classes. The descriptive research design will be used with selected senior high school students in

San Juan Institute of Technology as respondents.

The said respondents are senior high school students who were enrolled at San Juan

Institute of Technology during the school year 2021-2022. Students who are not enrolled at San

Juan Institute of Technology will not be included in the pool of respondents. Senior and Junior

high school students and teachers from other public and private schools outside San Juan Institute

of Technology are also not included in the study. The study only focuses on senior high school

students in San Juan Institute of Technology. Other learning competencies that are not mentioned

in the objectives will also not be considered.

The study is limited to the respondents' assessment and the data to be gathered using

questionnaires and surveys. Due to the restrictions brought by the COVID-19 Pandemic, the

researcher will utilize Google Forms and online chatting in reaching out to the target respondents.

To ensure that the instruments will be meaningfully used according to their purpose, the

researcher will carefully coordinate with the respondents' teachers.

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SIGNIFICANCE OF THE STUDY

The findings of this study will be of great significance to the teachers, students, present

researchers, and future researchers.

To the students, this study helps them facilitate further understanding of their skills when it

comes to mathematics through online classes. The results of this study will encourage them to

cope with the importance of knowing their strengths and weaknesses in computations, solving

problems, and theories. This will also help them to deepen their understanding on how to cope up

with those challenges and adjust their learning process through online classes.

To the teachers, this study will give them insights into the learnings of a student in mathematics

through online classes. They can help develop an interesting, effective, and active lesson and

strengthen students’ understanding. It is also a helpful way for them to guide their students to

become more active learners, elevate their academic performance, and aid them in how they can

apply them in teaching. It will assist them to ensure a successful teaching and learning process to

obtain and enhance their teaching strategies.

To the present researcher, this study will guide them to acquire sufficient understanding and

knowledge in learning mathematics through online classes. It will serve as their guide providing

useful insights regarding the strategic innovations used in learning mathematics. Furthermore,

this study will also help them identify the areas needing improvement.

Future researchers may utilize the findings of this study as a reference when they conduct an

investigation on a similar subject or topic. This study will be a great help in their upcoming

research works as it could trigger further investigation regarding the topic under study.

DEFINITION OF TERMS

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 For clarity in the presentation of the study, some of the important terms are defined

conceptually and/or operationally in this section.

Edmodo. It is a private micro-blogging service available at www.edmodo.com which provides a

free and secure learning platform. It looks similar to Facebook but is much more private and safe

for a learning environment because it allows only teachers to create and manage accounts, and

only their students, who receive a group code and register in the group, can access and join the

group (Sukma & Priatna, 2021). As employed in this study, it refers to a learning platform that

students and teachers can utilize online.

Google Classroom. Google Classroom is part of the online Google Apps for Education (GAFE),

a suite of packed productivity applications for teachers and students in learning and online

collaboration. This application is downloaded for free but it must be placed at the level of

educational institutions. This application provides a central location to communicate with

students, ask questions, and make assignments (Ketut Sudarsana et al., 2019). This study refers to

an online learning platform that students and teachers could use flexibly.

Inquiry-based learning. A form of active learning that starts by posing questions, problems, or

scenarios. It contrasts with traditional education, which generally relies on the teacher presenting

facts and their own knowledge about the subject. It is a learning process that engages students by

making real-world connections through exploration and high-level questioning. It is an approach

to learning that encourages students to engage in problem-solving and experiential learning (Ernst

et al., 2017). In this study, it refers to a form of active learning that contrasts with traditional

education that encourages students to engage with a higher level of learning.

Mathematics. A group of sciences (including arithmetic, geometry, algebra, calculus, etc.)

dealing with quantities, magnitudes, and forms, and their relationships, attributes, etc., using

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numbers and symbols (Reys et al., 2019). In this study, it refers to a curriculum that allows

learners to develop problem-solving skills and appreciate its practical applications in life.

Moodle. Moodle is constructed on a Course Management System (CMS) to support

e-learning and offers students opportunities for online group discussion and self-examination

while providing teachers with information about students’ learning processes and opinions. The

application of Moodle as a learning platform enhances educational interaction and helps teachers

understand students’ personal aptitudes and academic achievements to improve teaching quality

and efficiency (Chiang et al., 2016). In this study, it refers to a learning platform that students and

teachers can utilize online.

Online learning. It is a learning activity using the internet to access learning materials, interact

with teachers and other students, and gain knowledge (Sukma & Priatna, 2021). In this study, it

refers to a type of distance learning where students learn in a fully virtual environment.

Pedagogy. Pedagogy is an encompassing term concerned with what a teacher does to influence

learning in others. As the importance of high-quality early childhood education and care services

for children has become more clearly understood, so has the teacher/educator’s role in the

provision of these services. This demands a clear understanding of the meaning of ‘pedagogy’

and how it plays out in individual educators and services (Australia, 2017). In this study, it refers

to an approach of teaching and a process of how social, political, and psychological influences the

development of learners.

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 CHAPTER II
REVIEW OF LITERATURE

This chapter presents the review of conceptual and research literature which are

determined to be relevant to the present study. The researcher gathered information from journals

as bases for the framework of this study.

CONCEPTUAL LITERATURE

The following literature shows reviews on the specific concepts pertinent to the

development of the study such as inquiry-based learning, online learning, and Mathematics. The

researcher gathered information from different resources about the innovation of inquiry-based

learning in learning mathematics through online classes.

Inquiry-based learning. The inquiry-based learning model was developed during the

''discovery learning'' in the late 1960s, and it is founded on the premise that people can learn by

studying scenarios and issues, as well as via social interaction. Instructors urged students to

16
pursue research that would please them, expand their knowledge base, and enhance their skills,

and mental frameworks rather than memorizing data from printouts (Pappas, 2014).

Inquiry-based learning (IBL) can take several forms. In diverse educational situations, it

manifests itself in different ways. In the past, IBL was commonly used in proof-based systems.

Recently, it became common in university mathematics lectures at all levels. IBL and other active

student-centered pedagogies operate in a dynamic environment. As a result, resolute shifting of

teaching approaches is a difficult and lubricious task (Ernst et al., 2017). It is frequently utilized

in inquiry phrases that form into a cycle (Pedaste et al., 2015).

Scientific inquiry is a term used to describe actions that involve gaining information and

understanding of how scientists examine the natural world. Depending on how abundant teacher

structure provides and regardless of whether the problem or question has already had a solution.

The inquiry was characterized as confirmation, structured, guided, and open inquiry (Arslan,

2014). In addition, Pappas (2014) stated that teachers utilized the following types of inquiry-

based learning, the first type is the confirmation inquiry. It gives students a way to strengthen

their intellectual ability and improve their investigative skills when students were given a certain

problem with methods in which the outcome is known. Its objective is to validate the results. The

second type is the structured inquiry, which is where the teachers give students a question or

procedure that they will follow and confirm an answer that they knew beforehand. The idea is to

give an explanation that is already backed up by evidence obtained during and after the

investigation. The third type is guided inquiry, it is when the problem is given to the students and

in terms of technique design and exploration, they are self-directed. The key purpose is to devise

an inquiry approach and then put it to the test. This style of inquiry is not as systematic as the

ones outlined above and lastly, the open inquiry. Open inquiry allows students to create the entire

project; they formulate their own questions and construct a solution, determine what needs to be

17
understood, conduct their own experiments, interpret the data, and assess the study's

dependability and validity. At the end of the process, they must present their findings.

Online Learning. During the Covid-19 epidemic, online learning became one of the

most popular learning tools in every country. Online learning makes use of the internet to create a

flexible learning experience that can be done anytime and anywhere, according to Irawan, et al.,

(2015) stated by Widyastuti, et al.,(2020). In the field of education, online learning is not a new

concept. It is a type of learning activity that involves accessing learning resources, interacting

with teachers and other students, and gaining information over the internet. By the use of

numerous platforms including Google Classroom, Moodle, Edmodo, and other educational

learning platforms online learning can be accomplished. Teachers can use Google Classroom,

Moodle, and other tools to exchange learning materials, videos, and other learning-related

information (Sukma & Priatna, 2021).

According to Chu et al. (2017); Lo and Hew (2020), as stated by Sukma and Priatna

(2021), some research on online learning has been undertaken in the past. Several types of

research about online learning were linked to online learning effects compared to face-to-face

learning. Additionally, previous research tells that students who learn online attain a higher

achievement than on face-to-face setup. However, Dumford and Miller (2018) as stated by

Sukma and Priatna (2021) cited that it also had flaws. It concludes lower interaction between

teachers and learners. Yet, only a small amount of study has focused on teachers' reactions to

online learning in terms of challenges and opportunities.

Mathematics. Mathematics is a human activity that takes place in the twenty-first

century of human history and involves the use of the human brain (Steward & Tall, 2015).

Mathematics is one of the major subjects that is taught and learned in academic institutions. It is

correlated to terms and definitions like 'universal subject', ‘lingua franca of the modern world’

(Kim et al., 2012), as cited by (Bacolod-Iglesia et al., 2021), ‘important component in Science,

18
Technology, and Engineering education, (Rozgonjuk et al., 2020) as cited in (Bacolod-Iglesia et

al., 2021). This presents the idea that mathematics is an integral part of everyone's social life, if

not always, it demands a need for mathematics (i.e qualification, computation, measurement,

among others.) Thus, learning mathematics is not only necessary but also unavoidable (Sevindir,

et. al., 2014) as cited by, (Bacolod-Iglesia et al., 2021).

Mathematics is an important core subject that can be taught and learned (Bacolod et al

2021). According to Reys et al. (2019), it is a study of patterns and relationships providing

threads and unifying the curriculum. Youngsters could see how an idea is related to one other. In

an instance, elementary students can easily see (say, 2 + 4 = 6) is related to (say, 6 - 2 = 4). He

moreover described mathematics as an art that is characterized by order and internal consistency,

a language that uses carefully defined terms and symbols that enhance one's ability to

communicate about real-life situations and mathematics itself. Lastly, it is a way of thinking that

furnishes people with strategies for organizing, analyzing, and synthesizing information.

RESEARCH LITERATURE

Due to the emergence of the COVID-19 virus, the government put an action to make

restrictions on traveling as a result of the quarantines, the attitude of educational institutions has

been moved to online learning. It has a significant influence on how a student learns and develops

their thinking habits. Implementing online learning requires evaluation in order for educators to

determine how they will develop new learning techniques that students will easily adopt

(Widyastuti et al., 2020).

According to Asfar and Asfar (2020), innovative and responsive online education

continues to spread. Due to the widespread use of smartphones and the advancement of

technology, global development enters the industry. Mathematics and technology mastery is

19
interconnected with each other. Excellence in mathematics can master technology however, most

students who were able to master mathematics are few.

Online learning can be measured in many aspects of learning outcomes, such as

mathematical habits of mind (MHoM) as a perspective. It is a dominant and crucial aspect of the

habit of mind that indicates thinking behavior as students solve problems on their own, make

good use of known sources, and make optimal efforts through the improvements of their own

evaluation standards. According to Waryadi et al. ( 2019), as cited by Widyastuti et al., (2020),

thinking transition is needed in MHoM in studying higher-level material. Furthermore, Setiawati

(2014) provides evidence of a link between logical and creative thinking skills with students'

MHoM behavior, as cited in (Widyastuti, et al., 2020).

Students' Challenges in Learning Mathematics Online

The sudden change in the learning environment poses a challenge for students. As cited

by Baticulon et al. (2021) stated by Bringula et al. (2021), students that don't have a personal

learning pace at home could affect their studies by losing focus caused by noise and other

distractions. As the pedagogical style changes, some parts of the syllabus' content will make

students learn on their own (i.e., asynchronous sessions). It can affect the implementation of

students' effective learning because it will pose difficulties to online learners as it is not

commonly practiced in a traditional face-to-face classroom setup.

Aziz et al. (2020) as cited by Bringula et al. (2021) pinpoint that dealing with the barriers

in learning mathematics online can lead to effective learning. The barriers were identified in

terms of attitudes, interruptions, technology skills, and personal skills. The attitude refers to the

feelings or a settled way of thinking of a person towards online learning. Limitations in

Technological access, poor internet connection, having disabilities, and noise and other

distractions are considered as interruptions in online learning. Having poor knowledge about

20
technology can also be regarded as a barrier because online learning makes use of computers,

cellphones, laptops, or other devices that require access to the internet to be able to study online.

Personal skills are the experiences and knowledge of a learner when it comes to online learning.

In the study by Bringula et al. (2021) it is found that seventy percent of the unstable

internet connection is the most problematic aspect of online learning for students. They discern

that it is harder to learn mathematics in an online classroom set up than in a face-to-face

classroom setup. Students who feel that they will get a lower grade have forty-three percent. They

consider that their academic performance could be affected by their unfamiliarity with their new

learning environment. Students feel that they are unprepared for online learning. Moreover,

students have a negative conception about their capabilities in understanding the lessons,

finishing the course, solving problems easily, performing better relative to their classmates’

abilities, and performing better relative to their schoolmates’ abilities. Students feel that it is more

enjoyable to learn in a traditional face-to-face classroom setup than online.

Most of the students divulge that they dislike studying on their own and they can easily

understand the content through lectures and by constant consultation with their teachers. The

asynchronous session activities (e.g., reading materials, assignments, practice drills, and quizzes)

become challenging in the aspect of assessment, pedagogy, and consultation (Bringula et al.,

2021).

Teachers’ strategies for effective learning

According to Asfar and Asfar (2020) learning of materials will be optimal if a student

understands its concept. Hence, learning a concept is needed in boosting the students' level of

understanding. One of the solutions for students that have poor conceptual understanding is the

Cased-Based Games Learning (CBGL) strategy. It is a strategy that focuses on combining

21
knowledge and abilities in analysis related to complex and relevant real-world situations with

studies that strengthen through games. Using a learning strategy can increase the ability of

conceptual understanding that instructs students' reasoning by linking their knowledge and

questions on a daily basis. An advantage of implementing this strategy is it can develop an

interesting, effective, and active lesson. It nourishes the students' understanding and

alleviates their learning process. As an outcome, it aids in the development of students' logical

thinking and interpretation. It also makes students become more challenged in completing the

task at hand.

Training students' conceptual understanding of mathematics needs habitation to solve a

mathematical problem. Thus, when a teacher is slow when evaluating students, the student will be

unable to comprehend their errors, (Asfar & Asfar, 2020). This sort of learning technology has a

significant influence on the development of students' learning and thinking habits. The impact of

implementing online learning must be measured to indicate changes as a result of the educators'

chosen learning approach. This effect must be investigated from the perspective of a

mathematical habit of mind. The teachers or classmates can provide instant learning assistance to

a student. However Baticulon et al. (2021); Fabito et al. (2021) as cited in Bringula. et al. (2021)

students faced difficulties when they transitioned from face-to-face to online learning. It became a

challenge for them as they shift to such online learning platforms that require access to devices,

the internet, physical learning space, and learners’ strong habit of autonomy.

In the study of Filipi and Agarwal (2017), stakeholders should work together to shape the

development of teacher education courses. It will nourish the teacher's ability to move toward a

learner-centered approach to teaching and educational innovation (Working Group on Schools

Policy, 2015) as cited in (Filipi & Agarwal, 2017). It focuses on the idea that teachers are

facilitators rather than the sole owner of the information (Pedaste et al., 2015) as cited in (Filipi &

Agarwal, 2017). This means that the students are encouraged to be bold, confident in themselves

22
and ask questions and find answers by themselves. The teachers will be the ones who will assist

and guide them.

Students' higher mathematical learning process can be acquired with the help of their

teachers. Searching and exploring patterns, understanding structure, and mathematical relation,

using data, formulating and solving problems, analogical reasoning, estimating, arranging rational

reason, generalizing, communicating mathematical ideas, and checking the answers’ correctivity

are the prescribed activities of teachers that are related to study in order for students to attain

higher mathematical abilities. Knowledge sharing strategy is one of the strategies that can aid

students to strengthen and widen their knowledge in order to answer a mathematics problem. It is

often described as a learning activity in the form of a discussion of problems related to daily life.

It shapes students’ sense of responsibility and self-development (Nuriadin et al., 2015).

Bringula et al. (2021) presented some strategies that teachers could use effectively for

students. Being available for consultation, creative interaction with students online, providing

performance course feedback, listening to students' concerns and encouraging class participation,

being knowledgeable with the online learning software, using different pedagogical styles,

encouraging collaboration among students, being proactive and solving problems to avoid

escalation teachers provide activities supporting opportunities and collaboration. Furthermore,

teachers could advise learners to have self-paced learning which will help them to avoid such

distractions and focus on studying. Being approachable and telling students that online

consultations are also available, this can assist students to have a positive outlook on their

capabilities by giving individualized feedback. Creative delivery of the content of the course can

attract students' attention and allow them to become attentive. This can be done by a PowerPoint

slide presentation with video recordings.

Researchers focus particularly on traits linked to self-discipline and motivation to explore

how components of learners impact their success in an online setting because of its flexibility. In

23
an instance, Cho and Shen (2013), as cited in Stark, (2019), believe that students' motivation and

self-efficacy influence both students' success and persistence in an online course. Students who

had stronger motivation that was measured by their primary goal and not by earning high grades

are most likely to use complex strategies such as doing a quiz after they had learned something.

SYNTHESIS

Barriers to online classes are prominent as students encounter several problems when

engaging on different online platforms. The result of this study suggested that attitude towards

online learning and interruptions are the main problems that online learners encounter. Similarly,

having a poor internet connection can also lead to students' inability to learn efficiently. This

study is similar in a sense of sudden changes in the learning environment as well as its learning

syllabus that lead students to have poor academic performance. This study reported that

asynchronous classes are one of the students' weaknesses in learning online. These problems can

be solved when teachers give students individualized feedback and consultation in order for them

to know their strengths and weaknesses. The results of the study also indicated that having an

individualized self-paced can become an advantage for a learner to avoid such distractions.

CONCEPTUAL FRAMEWORK AND PARADIGM

The input, process, and output of the study, Inquiry-based learning: An Innovation in

Learning Mathematics through Online classes are all covered by the Conceptual Framework.

The statement of the problem, including the profile of respondents, the challenges

encountered in learning mathematics through online classes, strategies used by teachers that help

students to learn math easily

Nevertheless, it also focuses on the research process. To gather data, the researcher uses a

questionnaire.

24
 Lastly, the output revealed the findings of the entire framework, which is the proposed

strategy in learning mathematics easily through online classes.

RESEARCH PARADIGM OF THE STUDY

INPUT PROCESS OUTPUT

• Profile of the
Respondents
• Statement of the
Problem Revealed the
• Challenges findings of the entire
encountered in Analysis of data
conceptual
learning math through:
framework which is
through online -Surveys the proposed
classes strategy in learning
• Effective -Questionnaires
mathematics easily
strategies used through online class.
by teachers to
help students in
learning math
easily
•

FIGURE 1. INQUIRY-BASED LEARNING: AN INNOVATION IN LEARNING

MATHEMATICS THROUGH ONLINE CLASSES

25
 CHAPTER III
RESEARCH METHOD AND PROCEDURE

This chapter presents the research design, subjects of the study, the instrument and

procedures used in gathering the data as well as the statistical tools to treat data.

RESEARCH DESIGN

The descriptive method was used in the study. This method was employed to emphasize

the intention and purpose of the researcher to determine the relationship between the innovation

of inquiry-based learning in learning mathematics through online classes of senior high-school

students in San Juan Institute of Technology. A survey questionnaire was used by the researcher

in gathering information that is relevant to the study.

SUBJECTS OF THE STUDY

The respondents of the study were 30 senior high school students from the San Juan

Institute of Technology who were taught through the use of online classes in San Juan, Batangas.

This school is from the Batangas Division.

To arrive at the sample size, availability sampling was done wherein the resercher

obtained 30 available and easy to communicate senior high school students who were involved in

online learning of mathematics at San Juan Institute of Technology.

26
DATA GATHERING INSTRUMENTS

A researcher-made questionnaire through online google forms link and was used as the

primary instrument in gathering data. The questionnaire comprised three main sections namely;

demographic profile, challenges encountered by students when learning mathematics online, and

strategies used by teachers in teaching mathematics through online classes. The researcher used a

checklist to gather the needed data for the students’ demographic profiles and a likert scale to

measure the level of their agreement for the second and third part. In the preparation of the

instrument, the requirements for designing a good data collection instrument were considered.

Scoring of Responses. The questionnaire items were scored using the modified 4-point

likert scale, with 1 as the lowest and 4 as the highest. The scale used is as follows:

Open Scale Ranges Verbal Interpretation

4 3.26 – 4.00 Strongly Agree

3 2.51 – 3.25 Agree

2 1.76 – 2.50 Disagree

1 1.75 – 1.00 Strongly Disagree

DATA GATHERING PROCEDURE

A researcher-made questionnaire was sent online via Google Forms and completed by the

respondents. They conferred and discussed the significance of the study and accomplished the

distribution of the instruments properly.

In administering the questionnaire, the researcher asked for their permissions first by

sending a letter of consent to the respondents before disseminating the questionnaires. The

27
researcher used the time allotted for vacancies to avoid absences from attending online classes.

The respondents were given enough time to answer the questions.

After the questionnaire was accomplished, the results were tallied and tabulated. These

data became the basis of analysis and interpretation.

Statistical Treatment of Data

Response to the questionnaire by senior high school students were statistically analyzed

with the data requirement of

These statistical tools were used to interpret the data gathered.

Frequency

 The number of times the value occurs in the data.

Percentage

 A display of data that specifies the percentage of observations that exist for each data

point or grouping of data points.

Weighted mean

 An average of the values of a set of items to each of which is accorded a weight

indicative of its frequency or relative importance.

Composite mean

 A variable made up of two or more variables or measures that are highly related to one

another conceptually or statistically.

28
 CHAPTER IV
PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

This chapter presents and deals with the presentation, analysis, and interpretation of the

gathered data in the study. The discussion of the findings is patterned in a manner that has

equivalence with the organization of the study’s objectives.

1. Demographic Profile of the Respondents

This section presents the profile of the Senior High School students in terms of sex, grade

level, strand, and age. Out of ……. senior high school students during the School Year 2021-

2022 at San Juan Institute of Technology, 30 served as respondents of the study.

1.1. AGE

TABLE 1.1. PROFILE OF THE RESPONDENTS IN TERMS OF AGE

AGE FREQUENCY PERCENTAGE
16 - 18 27 90
19 - 21 3 10
22 and above 0 0
TOTAL 30 100

The table shows that there were 27 respondents or 90% ages 16-18 years old and 3

respondents or 10% ages 19-21. It reveals that most of the population was in the range of 16-18

years old

29
 1.2. SEX

TABLE 1.2 PROFILE OF THE RESPONDENTS IN TERMS OF SEX

FREQUENCY PERCENTAGE
MALE 12 40
FEMALE 18 60
TOTAL 30 100

The table shows that there were 12 male respondents or 40% and 18 female respondents or

60%. It reveals that most of the respondents were female.

1.3. GRADE LEVEL

TABLE 1.3 PROFILE OF THE RESPONDENTS IN TERMS OF GRADE LEVEL

FREQUENCY PERCENTAGE
11 10 33
12 20 67
TOTAL 30 100

The table shows that there were 10 Grade 11 respondents and 20 Grade 12 respondents. It

reveals that 67% of the population were from Grade 12.

1.4. STRAND

TABLE 1.4 PROFILE OF THE RESPONDENTS IN TERMS OF GRADE LEVEL

STRAND FREQUENCY PERCENTAGE
ABM 10 33
HE 1 3
HUMSS 8 27
IA 3 10
ICT 2 7
STEM 6 20
TOTAL 30 100

30
 The table shows that there were 10 ABM respondents, 1 HE respondent, 8 HUMSS

respondents, 3 IA respondents, 2 ICT respondents, and 6 STEM respondents. It reveals that 33%

of the respondents were from ABM.

PART 2. CHALLENGES ENCOUNTERED BY STUDENTS WHEN LEARNING

MATHEMATICS ONLINE

STANDARD
WEIGHTED ADJECTIVAL
INDICATORS DEVIATIO
MEAN RATING
N

1. Difficulty in focusing due to noise and other

3.17 8.96 AGREE
environmental distractions.

2. Poor/slow internet connection. 3.23 6.76 AGREE

3. Unfamiliar to different technical and educational

3.07 7.59 AGREE
tools used in the topic.

4. Simultaneous giving of activities and STRONGLY

3.30 8.89
assignments. AGREE

5. Unclear discussions about the topic. 2.90 5.57 AGREE

6. Less communication/less feedback from the

2.90 5.32 AGREE
teacher.

7. Complex examples of activities provided. 3.10 8.19 AGREE

8. Limited examples to the given topic. 2.97 6.14 AGREE

9. Less time to submit the tasks. 3.00 5.74 AGREE

10. Unable to comprehend the topic. 3.00 5.74 AGREE

3.06 1.41 AGREE

Legend: 3.26-4 strongly agree 2.51-3.25 agree 1.76-2.50 disagree 1-1.75 strongly disagree

The table shows that the respondents strongly agree that giving simultaneous activities

and assignments were one of the challenges they were encountering when learning Mathematics

online based on the computed weighted mean of 3.30 with corresponding standard deviation of

31
8.89. The standard deviation is at large showing that the respondents’ level of agreement were

different from one another. It was shown that 10 respondents or 33.33% strongly agreed, 19

respondents or 63.33% agreed and 1 respondent or 3.33% disagreed. On the other hand,

respondents agreed that unclear discussion about the topic and less communication or less

feedback from the teacher were the least challenges that they’ve encountered based on the

computed weighted mean of 2.90 with corresponding standard deviation of 5.57 and 5.32

respectively. The standard deviation is at large showing that the respondents’ level of agreement

were different from one another. For statement 5, it was shown that there were 7 respondents or

23.33% strongly agreed, 13 respondents or 43.33% agreed and 10 respondents or 33.33%

disagreed. For statement 6, it was shown that there were 7 respondents or 23.33% strongly

agreed, 19 respondents or 63.33% agreed, 8 respondents or 26.67% disagreed and 1 respondent or

3.33% strongly disagreed. Based on the composite mean of 3.06 with corresponding standard

deviation of 1.41, the respondents agreed that there were challenges that the students were

encountering when learning Mathematics online. The standard deviation is quite large implying

that the respondents’ level of agreement were not on the same path. According to Sukma and

Priatna (2021), aside from unstable internet connection, another challenge that students faced was

the simultaneous giving of activities of the teachers. This caused them to be concerned about

meeting submission deadlines, as they also have other courses to complete with the same course

requirements. Additionally, this barrier was also caused by students' failure to manage their time.

During teacher interviews, some teachers said that their students frequently stated that they did

not have time to complete the assignments because they were swamped with activities and

assignments from other topics causing them to become overburdened. Previous research has

found that one of the self-regulation abilities of students is the ability to adapt to learning

schedules. Self-control is required for success in learning, particularly online learning. On the

other hand, teachers must encourage students' self-regulation in order for learning activities to run

smoothly and for learning objectives to be met.

32
 PART 3 STRATEGIES USED BY TEACHERS IN TEACHING MATHEMATICS
THROUGH ONLINE CLASSES
STANDAR
WEIGHTE D ADJECTIV
INDICATORS
D MEAN DEVIATIO AL RATING
N
1. The teachers always explained in detail the material,
STRONGLY
such as providing formulas and examples of questions in 3.37 8.35
AGREE
detail.

2. Giving an assignment or activities to assess students' STRONGLY

3.30 8.89
level of understanding. AGREE

3. Doing time-to-time online recitation sessions for

3.10 9.95 AGREE
students.
STRONGLY
4. Using visual and video presentation. 3.30 7.94
AGREE
5. Encouraging students to use scientific calculators
3.10 7.14 AGREE
during assessments.

6. Allowing the students in using the chat box during STRONGLY

3.33 8.58
discussions. AGREE

7. Using easier and more understandable problem

examples instead of the one in the study guide during 3.13 8.81 AGREE
online classes.

8. Giving students enough time and clear due dates to STRONGLY

3.27 8.23
answer their activities and assignments. AGREE

9. The teacher uses a reward system such as praises and

3.13 7.19 AGREE
additional points whenever they got the correct answer.

10. The teacher is extending their time to explain through

3.07 5.97 AGREE
small group discussion or individually.
3.21 1.11 AGREE
Legend: 3.26-4 strongly agree 2.51-3.25 agree 1.76-2.50 disagree 1-1.75 strongly disagree

The table shows that the respondents strongly agree that the teachers always explained in

detail the material, such as providing formulas and examples of questions in detail based on the

computed weighted mean of 3.37 with standard deviation of 8.35. The standard deviation is at

large showing that the respondents’ level of agreement were different from one another. It was

shown that there were 12 respondents or 40% strongly agreed, 17 respondents or 56.67% agreed

and 1 respondent or 3.33% disagreed. On the other hand, respondents agreed that the teacher was

33
extending their time to explain through small group discussion or individually based on the

computed weighted mean of 3.07 with corresponding standard deviation of 5.97. The standard

deviation is at large showing that the respondents’ level of agreement were different from one

another. It was shown that there were 9 respondents or 30% strongly agreed, 15 respondents or

30% agreed, 5 respondents or 16.67 disagreed and 1 respondent or 3.33% strongly disagreed.

Based on the composite mean of 3.21 with corresponding standard deviation of 1.11 the

respondents agree that teachers were using strategies in teaching Mathematics through online

class. The standard deviation is quite large implying that the respondents’ level of agreement

were not on the same path. According to Asfar (2020), both in the experimental and control

classrooms, the execution of learning activities is still dominated or centered on by teachers.

Students that are unwilling to study become motivated to learn particularly when teachers always

explained in detail the material, such as including the formulas and examples in detail. The

teacher usually sets the example by himself. The kids merely follow in the footsteps of those who

have gone before them. Furthermore, teachers continued to prepare for class and provide

feedback to students on the results of their activities in order to help students better understand

the content being covered (Sukma & Priatna, 2021).

CHAPTER V
SUMMARY OF FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS

This chapter presents the summary of findings, conclusions, and recommendations of the

study.

34
SUMMARY OF FINDINGS

This study delved into the SHS students, challenges in learning mathematics online, and

the strategies used by teachers during online classes in senior high school students at San Juan

Institute of Technology during the School Year 2021-2022. The descriptive research design was

used, with 10 Grade 11 students and 20 Grade 12 from ABM, IA, ICT, HE, HUMSS, and STEM

students serving as respondents. A research-made questionnaire served as a tool to gather

pertinent data.

After the data were tabulated, statistically treated, analyzed, and interpreted, the study revealed

the following findings:

1. Demographic Profile of the Respondents

1.1 Age. The result shows that 27 respondents were aged from 16-18 years old and the 3

respondents ranged from 19-21 years old. It reveals that most of the population was

16-18 years old.

1.2 Sex. There were 12 male respondents and 18 female respondents. It demonstrates

that the majority of the respondents were females.

1.3 Grade Level. There were ten Grade 11 respondents and twenty Grade 12

respondents, according to the table. It was discovered that the majority of the

population was in Grade 12.

1.4 Strand. There were 10 ABM respondents, one HE respondent, eight HUMSS

respondents, three IA respondents, two ICT respondents, and six STEM

respondents. It was discovered that ABM accounted for the most in the result.

2. Challenges encountered by students when learning mathematics online

35
 Based on the computed weighted mean of 3.30 and associated standard deviation of 8.89,

the respondents strongly agreed that delivering simultaneous activities and assignments was one

main challenge that the students encountered when learning mathematics online.

3. Strategies used by teachers in teaching mathematics through online classes

According to the data, teachers who always explain the content in detail, such as by

offering formulae and examples of questions in detail ranked first, with a weighted mean of 3.37

and a standard deviation of 8.35.

CONCLUSIONS

Based on the findings, the following conclusions were drawn:

1. This study showed that the majority of the respondents came from the age group of 16-18 years

old, mostly females, dominantly Grade 12, and are from the Accountancy, Business, and

Management Strand.

2. The researchers concluded based on the findings that students or the respondents “Strongly

Agree” that they have experienced challenges in learning mathematics in an online learning setup.

3. The researchers concluded based on the findings that students or the respondents “Strongly

Agree” with the strategies used by the teachers in teaching mathematics through online classes.

4. The researcher was able to conclude that teachers always explaining detailed material, such as

providing examples was effective on students when learning mathematics online.

RECOMMENDATIONS

In view of the findings, the following recommendations are offered:

1. The researchers recommend that students may use the findings of this study in order to obtain

insights into how they may overcome their challenges when learning mathematics during online

classes. They may go to a more quiet and private learning space in order to concentrate on their

studies. Students can also use search engines like google and use applications like Youtube to

36
become familiar with the different technical and educational tools used to study online. The

researcher also suggests that students should learn time management skills that help them

prioritize their tasks and ensure that they have enough time to complete each task without

becoming overwhelmed with other school work.

2.The researchers recommend to teachers that they should record every synchronous class so that

students will be able to access their lessons even after the class ended. It will ensure students do

not be left behind on lessons when they have internet issues. Instead of using the exact study

guide, the researchers also recommend that they may present simpler and more clear examples of

questions. To form active learning, they may use some scenarios and let students explore on their

own, it will help aid students in gaining a better understanding of the topic.

3.The researchers recommend to the future researchers that they should utilize the result of this

study in order to create a dynamic output or research in the future as well as to have innovation in

terms of research. The researchers also recommend that future researchers should widen the scope

of their would-be research, allowing junior highs as well as other schools too, to serve as subjects

or the respondents in order to determine the challenges that they experienced during learning

mathematics online.

37
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