Abstract
With the pandemic’s widespread effect, the “New Normal” in instruction in Philippine education embraces online learning. This study investigated the effect of online learning on students’ motivation, self-efficacy, and anxiety in mathematics. The study employed quasi-experimental research, specifically a one-group pre-post-test research design. Two adapted research questionnaires on mathematics motivation, self-efficacy, and anxiety were utilized. Results show that students’ mathematics motivation and self-efficacy have significantly decreased over the 6-week pilot test of synchronous online learning. Students’ anxiety remained “High” before and after the implementation, indicating fear and uncertainty of the new normal in instruction. Furthermore, results found that slow and unstable Internet connection, less motivation to do self-study, plenty of activities at home, and chores were some of the main reasons students got difficulties in learning the subject matter and adjusting to the “New Normal.” Results imply the improvement of online learning processes, emphasizing government projects for faster Internet connectivity. Also, emphasis on engaging classroom activities, especially in mathematics, must be established, improving learners’ motivation and self-efficacy and decreasing anxiety.
Highlights
Introduction e COVID19 pandemic has changed aspects of living, including the educational systems worldwide. e closure of schools led all face-to-face learning to suspension, compelling institutions to immediately employ online learning [1]. e shift to online learning is considered as the new normal in education
One group composed of 31 students from Science, Technology, Engineering, and Mathematics (STEM) section A, and Accountancy, Business, and Management (ABM) sections served as participants. e study participants are students enrolled in the synchronous mode, where the class discussion is via Google Meet
Conclusions and Implications is research aims to ascertain the students’ level of mathematics motivation, self-efficacy, and anxiety before and after exposure to online learning. e results showed that students in the online mode of instruction got a significant decrease in their motivation and self-efficacy while maintaining “High Anxiety.” ese results may be attributed to the changes that the COVID-19 crisis has brought in instruction. e online mode of learning may sound sophisticated
Summary
Introduction e COVID19 pandemic has changed aspects of living, including the educational systems worldwide. e closure of schools led all face-to-face learning to suspension, compelling institutions to immediately employ online learning [1]. e shift to online learning is considered as the new normal in education. Online learning is a type of instruction mediated via the Internet [2, 3]. It could be synchronous or asynchronous where various technologies can facilitate the process [4, 5] and is alternate for students’ learning [6]. Online learning is a kind of instruction that has been remarkable in the last decade [7,8,9,10]. It is cost effective, reaching more learners [11], and it is a widespread method in providing education at undergraduate and graduate levels [12]. Sun and Chen [5] emphasized that effective online instruction must depend on the well-designed course content, well-prepared and fullysupported instructors, instructor and learner motivated interaction, establishing a sense of online learning community, and rapid advancement of technology
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