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All Journal Journal of Instructional Mathematics Brillo Journal
Milagrosa P. Resullar
St. Paul University Surigao
Education Mathematics Other

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Learning Gap Assessment in Integrated Mathematics 9 Alcher J. Arpilleda; Milagrosa P. Resullar; Reubenjoy P. Budejas; Ana Lea G. Degorio; Reggienan T. Gulle; Mark Clinton J. Somera
Brillo Journal Vol 3 No 1 (2023): Advancing Mathematics Education: Inquiry, Exploration, and Integration
Publisher : S&Co Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56773/bj.v3i1.39

Abstract

The pandemic has profoundly impacted education, posing unprecedented challenges that demand immediate attention. Thus, this study was conducted to identify intervention activities that may be introduced on the learning gaps in Integrated Mathematics 9 for the First Quarter of the School Year 2022-2023. A quantitative quasi-experimental research using a pretest-posttest design was employed in this study and conducted on the 31 Grade 9 students of St. Paul University Surigao during the First Quarter of the School Year 2022-2023. A validated test was used to conduct the pretest and posttest to assess the learning gaps in Mathematics 9. Frequency, percentage distribution, and paired t-test were used in analyzing the data gathered. This study found that there are least-mastered competencies in the First Quarter of Mathematics 9. In addition, there is a significant difference in the pre-and posttest performance of the learners, especially after giving intervention activities such as drill, practice exercises, tutoring sessions, or small group instruction, peer tutoring and collaborative learning, expanded opportunity, explicit and technology-assisted instruction. Thus, the intervention improved learner performance and addressed least-mastered competencies. It is recommended for mathematics teachers to design further intervention materials targeting other least-learned competencies.
Mathematics Teachers' Views on Online Learning Implementation Barriers Alcher J. Arpilleda; Milagrosa P. Resullar; Reubenjoy P. Budejas; Ana Lea G. Degorio; Reggienan T. Gulle; Mark Clinton J. Somera; Roderick Sayod; Bernah Rizza May A. Galvez; Myrna D. Ariar; Emelyn S. Digal; Wilje Mae T. Angob; Joe Mark Stephen D. Atis
Journal of Instructional Mathematics Vol. 4 No. 1 (2023): Mathematical Learning: Strategies, Factors, and Challenges
Publisher : Pendidikan Matematika STKIP Kusuma Negara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37640/jim.v4i1.1764

Abstract

Mathematics teachers face challenges when it comes to delivering instruction, particularly on topics that require practical applications. This study aimed to determine the barriers encountered in implementing online learning during the pandemic. A quantitative descriptive research design was employed, utilizing a survey technique, with twelve mathematics teachers from St. Paul University Surigao as participants. The primary instrument used to gather data was an adapted questionnaire from Mailizar et al. (2020). Statistical tools employed in this study included Frequency Count and Percentage Distribution, Mean and Standard Deviation, and Analysis of Variance. Findings revealed that respondents poorly perceived the identified online learning implementation barriers, specifically, the teacher-level and student-level barriers. Consequently, the school provided them with enough support for the online learning implementation during the pandemic. It is also concluded that the teachers' number of years in service affects the perception of the online learning implementation barrier in terms of the teacher level barriers. Based on the results, it is recommended that additional training and support be provided to both teachers and students to create an effective online teaching and learning environment, as the teacher-level and student-level barriers were found to be most prominent.
Co-Authors Alcher J. Arpilleda Ana Lea G. Degorio Bernah Rizza May A. Galvez Emelyn S. Digal Joe Mark Stephen D. Atis Mark Clinton J. Somera Myrna D. Ariar Reggienan T. Gulle Reubenjoy P. Budejas Roderick Sayod Wilje Mae T. Angob