Impact of Modular Distance Learning on High School Students Mathematics Motivation, Interest/Attitude, Anxiety and Achievement during the COVID-19 Pandemic

Andie Tangonan Capinding

doi:10.12973/eu-jer.11.2.917

Abstract

<p style="text-align:justify">This study examined the impact of modular distance learning on students' motivation, interest/attitude, anxiety and achievement in mathematics. This was done at the Gabaldon, Nueva Ecija, Philippines during the first and second grading of the academic year 2021-2022. The study included both a descriptive-comparative and descriptive-correlational research design. The 207 high school students were chosen using stratified sampling. According to the findings, students have a very satisfactory rating in mathematics. Students agree that they are motivated, enthusiastic, and have a positive attitude toward mathematics. They do, however, agree that mathematics causes them anxiety. When students are subdivided based on sex, their mathematics interest and anxiety differ significantly. However, there was no significant difference in interest/attitude and achievement. When students are divided into age groups, their mathematics motivation, interest/attitude, anxiety, and achievement differ significantly. Students' motivation, anxiety, and achievement differ significantly by year level. There was a positive relationship between and among mathematics motivation, interest/attitude, and achievement. However, there is a negative association between mathematics anxiety and mathematics motivation; mathematics anxiety and mathematical interest/attitude; and mathematics anxiety and mathematical performance. The study's theoretical and practical implications were also discussed, and recommendations for educators and researchers were given.</p>

Highlights

When students are divided into age groups, their mathematics motivation, interest/attitude, anxiety, and achievement differ significantly
The Coronavirus disease (COVID-19) pandemic shattered the normal flow of the education system, it gives a challenging effort to both teachers and students
Modular learning is a type of distant learning that use self-learning modules (SLM) that are based on the DepEd's most essential learning competencies (MELCS)

Summary

Introduction

The Coronavirus disease (COVID-19) pandemic shattered the normal flow of the education system, it gives a challenging effort to both teachers and students. The department of education here in the Philippines, provided different alternative learning modalities, such as online distance learning, blended learning, and modular distance learning (Llego, 2021). According to Montemayor (2020), 93% of public schools nationwide have a gadget that students use in online learning. Modular distance learning is very challenging for students and teachers, especially in teaching and learning mathematics subjects, because knowledge and skills are needed for this subject. Mathematics subject is one of the subjects that most of the students wants to exclude, how it can be so if it is modular learning. Throughout the pandemic, there was a decrease in the performance of students in mathematics (Contini et al, 2021)

Objectives

Methods

Results

Discussion

Conclusion