The Post-Pandemic Era in Education: Adaptation and Continuity of Distance Learning in Mathematics Teaching in the Division of Antipolo City, Philippines

Resumo

Even though the pandemic has ended and face-to-face classes have resumed as the primary mode of instruction across the country, distance learning remains prevalent. Many schools and students continue to rely on distance learning for various reasons, such as the need for flexibility, lingering public health concerns, natural calamities, and other factors. This indicates the importance of continuously assessing the implementation of distance learning modalities in schools, even after the pandemic. This ensures that mathematics teachers' practices are adapted to the current context, learners remain engaged despite the distance, and assessments are conducted validly and reliably. This qualitative study aimed to explore and analyze the experiences, challenges, and coping strategies of eight selected mathematics teachers from two public schools, one school per district, in the Division of Antipolo City, Philippines. The focus was on their ongoing adaptation to alternative learning delivery modalities (ALDM) in teaching mathematics at the secondary level. The study conducted an in-depth analysis of these experiences, challenges, and strategies. Findings suggest that implementing ALDM in mathematics teaching is still a viable tool to ensure the continuity of learning despite any disruptions, although its success depends on the type of learner. The study highlighted the importance of preparation, indicating that both teachers and learners need to be adequately prepared for the transition to distance learning. These results served as a basis for proposing a plan to support not only the teachers but also the students and their respective schools in effectively teaching mathematics during the implementation of ALDM.

Dados da obra

Tipo

Artigo

Periódico

Diversitas Journal, v. 10, n. 3

Editora

Universidade Estadual de Alagoas

Ano

2025

Idioma

en

Palavras-chave

Flexible Learning; Mathematics Teaching; distance education

Temas

Avaliação

DOI

10.48017/dj.v10i3.3437

ISSN

2525-5215

Acesso

Acesso aberto

Fontes

DOAJ — Directory of Open Access Journals

Na Biblioteca desde

01/10/2026 · verificada em 03/10/2026