Mathematics Teachers’ Perception on Modular Distance Learning: A Phenomenological Study

Artigo2022

Renato V. Friolo ORCID; Romel Cayao Mutya ORCID

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Resumo

This study aimed to capture the lived experiences of Mathematics teachers on modular distance learning. It explored mathematics teachers' perception of modular distance learning, describe the challenges, and struggles in the new normal, unveil the coping mechanisms of mathematics teachers on the demand of modular distance learning, and verify the effects of modular distance learning on students' mathematics performance. This phenomenological study used Colaizzi’s method of data analysis to interpret and analyze the data. Nine (9) teacher-participants were recruited using purposive sampling technique. The study used the interview method in gathering data. In this study, teacher-participants perceived that modular distance learning is one of the best ways to continue students' learning. However, students' mathematics performance using modular distance learning is far below the expected standard. Identified contributing factors were students' attitudes, teachers' workloads, digital infrastructure and gadgets, slow internet connections, lack of parents' support, and students' motivation. The findings of this study can be used as a basis or springboard for revision of implementing guidelines of modular distance learning enactment policies that would provide intervention to the existing identified problem.

Dados da obra

Tipo: Artigo
Periódico: International Journal of Multidisciplinary Applied Business and Education Research, v. 3, n. 9, p. 1607-1615
Ano: 2022 (2022-09-12)
Idioma: en
Palavras-chave: modular distance learning; mathematics teachers; teacher perceptions; lived experience; new normal education; coping strategies; teacher workload; digital infrastructure; internet access; parental support; student motivation; student attitudes
DOI: 10.11594/ijmaber.03.09.01
ISSN: 2774-5368
Licença: cc-by
Acesso: Download disponível
Fontes: OpenAlex
Na Biblioteca desde: 01/10/2026 · verificada em 03/10/2026

Como citar

ABNT
FRIOLO, Renato V.; MUTYA, Romel Cayao. Mathematics Teachers’ Perception on Modular Distance Learning: A Phenomenological Study. International Journal of Multidisciplinary Applied Business and Education Research, v. 3, n. 9, p. 1607-1615, 2022. DOI: https://doi.org/10.11594/ijmaber.03.09.01.

APA

Friolo, R. V., & Mutya, R. C. (2022). Mathematics Teachers’ Perception on Modular Distance Learning: A Phenomenological Study. International Journal of Multidisciplinary Applied Business and Education Research, 3(9), 1607-1615. https://doi.org/10.11594/ijmaber.03.09.01

BibTeX

@article{friolo2022,
  author = {Friolo, Renato V. and Mutya, Romel Cayao},
  title = {Mathematics Teachers’ Perception on Modular Distance Learning: A Phenomenological Study},
  year = {2022},
  journal = {International Journal of Multidisciplinary Applied Business and Education Research},
  volume = {3},
  number = {9},
  pages = {1607-1615},
  doi = {10.11594/ijmaber.03.09.01},
  language = {en}
}

RIS

TY  - JOUR
AU  - Friolo, Renato V.
AU  - Mutya, Romel Cayao
TI  - Mathematics Teachers’ Perception on Modular Distance Learning: A Phenomenological Study
PY  - 2022
JO  - International Journal of Multidisciplinary Applied Business and Education Research
VL  - 3
IS  - 9
SP  - 1607
EP  - 1615
DO  - 10.11594/ijmaber.03.09.01
LA  - en
ER  -

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