Synchronous, Asynchronous and Modular Distance Learning: Effects on Students’ Mathematics Performance

Abstract

Aims: This study was conducted to determine the existence of significative differences between students’ performance in Mathematics participating in Synchronous Online Learning, Asynchronous Online Learning, and Modular Distance Learning on the students’ performance in mathematics School Year 2021-2022.
 Study Design: Quasi-Experimental Design
 Place and Duration of Study: The study was conducted at one of the public schools in the division of Misamis Oriental during the school year: 2021 - 2022.
 Methodology: Respondents were that intact classes of students (n=90) fitted for synchronous wherein students attend online classes via online video conference and asynchronous learning via virtual classroom, emails, and messaging (experimental groups) and modular learning (controlled group) via self-learning modules. The researcher made pretest and posttest questionnaires that were used to measure the performance of the students were validated and tested by the schools’ statistician and validators for its adequacy in getting the data for the study.The pretest and posttest score of the students were evaluated as to its increase per student and by groupings. Moreover, Instructional Materials as well as set of topics used in the conduct of this study were that same. The data were analyzed using descriptive statistics like frequency, mean, percentage, standard deviation, and Analysis of Covariance (ANCOVA).
 Results: Results showed that students have outstanding performance under synchronous online learning while very satisfactory for asynchronous online learning and modular distance learning. Furthermore, significant difference was also disclosed proving that the three (3) learning strategies were the reasons on students’ improved Mathematics performance. Finally, it was recommended that use of various learning strategies must be employed on teaching and learning process to help and better the performance of students.
 Conclusion: It was concluded that Students performed better under Asynchronous Online Learning compared to the other two (2) learning strategies utilized in this study. Thus, teaching and learning process can be more effective and productive with the implementation of various teaching strategies specially in providing remedial activities to the learners. Students’ Mathematics Performance specifically at Synchronous Online Learning Strategy was described as outstanding level and interpreted as Very High Mathematics Performance. Moreover, students also achieved High Mathematics Performance on the other two (2) learning strategies. Thus, providing remedial activities can enhance students’ performance in mathematics. The data revealed a significant difference; thus, the null hypothesis was rejected. In addition, the improvement of students’ Mathematics Performance was brought about by the impact of the three learning strategies employed during the conduct of the study.

Stakeholders' School Participation Towards Learners' Academic Performance in Opol West District

“…Involving stakeholders in the implementation of educational policies and programs can result in more resources and support for students. Parents and community members, for example, may be more willing to provide additional resources, such as volunteer time or financial support, if they are invested in the program's success (Cabahug & Paslian, 2020;Oco & Comahig, 2023).…”

Implementation of School-Based Management as Perceived by the School Governing Council

“…This means that the respondents believed that the school was able to provide resources like books, modules, and other learning materials that allow learners to connect with their community and prepare and develop them to become independent learners as they proceed to much higher levels of their learning and studies. Oco and Comahig (2023) express that strategies and remedial activities given to learners are being considered before it was implemented to them. This includes their strengths and weaknesses in their academics, available facilities, and even the ability of technology that will aid them in their studies.…”

Factors Associated with Mathematics Performance

“…Under K to 12, the concepts are presented in a spiraling manner which means that as the grade level progresses, the more difficult and challenging the examples and exercises are. This can be frustrating and might lead to a negative attitude toward learning Mathematics if not properly supported and guided by the teachers [19][20][21]. Thus, it is necessary to aid in the form of follow-up, remedial activities, and tutorials to let the students feel that they are not alone and that they can reach their goals and objectives.…”

“…Thus, students feel bored and, at the same time, challenged. Thus, teachers handling this subject must incorporate activities and strategies to make the teaching and learning process fun and exciting [19][20][21].…”

“…Note: 4 20. 5.00 Strongly Agree 3.40 -4.19 Agree 2.60 -3.39 Neutral 1.80 -2.59 Disagree1.00 -1.79 Strongly Disagree…”