Greenville Academy of Sta.

Clara
Sta. Clara, Sto. Tomas, Batangas
S.Y. 2020 – 2021

The Effects of E-Learning Teaching in Mathematics and Students

Competencies of Selected STEM Students in Greenville Academy of
Sta. Clara, Inc. School Year 2021-2022
A Research Paper
Presented to the Faculty of the
Greenville Academy of Sta. Clara
Sta. Clara, City of Sto. Tomas, Batangas

In Partial Fulfillment of the Requirements

For the Subject
Practical Research I

GUEVARRA, JAN RAFAEL

GUEVARRA, MARC DARREN

MABILANGAN, CARL GIAN

MARUQUEZ, LEI JOHN

SALVADOR, DON REIN

BACULO, JOHAYRA MAXENE

CATAPANG, MARIELLE

GUEVARRA, KIMBERLY
 Chapter 1

THE PROBLEM AND ITS BACKGROUND

Introduction

Traditional education has always been the usual and effective way of learning. It

is the typical face-to-face teaching and learning administered by schools. This set-up is

conducted synchronously in a physical learning environment or inside the classroom.

That is to say, teachers and students are physically present in one place, having in-

person interaction with each other. In addition, being in the same environment

simultaneously gives both educators and learners motivation. Hence, it fuels them to

share and gain knowledge more keenly.

Most students find traditional learning a more effective method of understanding

lessons and including concepts. However, it is undeniable that face-to-face classes

have significant advantages particularly, in learning mathematics. In a physical learning

space, both students and teachers are able to see, hear, and pick up what the other

person is expounding. And for that reason, explaining mathematics lessons and

concepts and demonstrating solving processes is much easier to do and comprehend

as opposed to an e-learning environment. Baker (1986) suggested that e-learning

students may have problems grasping course information that is technical, quantitative,

or scientifically oriented. Likewise, course expectations are often unclear or

misunderstood. And because of the physical separation between the teacher and
student, concerns may be difficult to resolve.

Face-to-face classes have always been the most preferred mode of education in

the Philippines. But, when the World Health Organization announced the COVID-19

outbreak as a pandemic on 11 March 2020, education was one of the aspects that

underwent significant changes. And so, the Department of Education presented

alternative learning modalities to ensure learning continuity. Distance learning is also

known as distance or remote education, e-learning, or online learning. And it involves

technology and internet connection most of the time.

E-learning is a learning system based on formalized teaching but with the help of

electronic resources. And the use of computers and the internet form the main

component of e-learning. The implementation of the e-learning method has increased

due to the period of confinement that occurred because of COVID-19. But e-learning

began long years ago.

Based on Stephen Downes, e-learning as we know it has been around for ten

years or so. It has emerged from being a radical idea to evolving with the World Wide

Web. And it is changing to a degree significant enough to warrant a new name: E-

learning 2.0.

Many countries, including the Philippines, have turned their educational

programs into e-learning. It is a teaching method in which students learn through

electronic devices. E-learning is also effective because the content is created with

media that can be viewed from any device, at any time, and from any location.

As stated in DepEd Order 007, s. 2020, blended distance learning contains three

types: Modular Distance Learning (MDL), Online Distance Learning (ODL), and TV or

Radio-Based Instruction. Facing the new normal has caused challenges in the

education sector and difficulties to teachers and the students. In relation to the current

learning process of the students, e-learning may have an effect on their understanding

and competencies for the subject.

Mathematics is one of the four disciplines of the STEM strand. For a reason,

STEM stands for Science, Technology, Engineering, and Mathematics. The

interdisciplinary STEM education aims to help STEM students understand the

interconnectedness of the disciplines to one another. Furthermore, the pedagogical

approach plays a vital role in learners' understanding. On that ground, prompting the

development of new pedagogical methods must be sought. Teachers use broad

teaching strategies in order for students to comprehend various mathematics lessons,

including formulas, analyzing problems, and problem-solving.

Learning at home may compromise the learning process of the students. In an

online learning environment, acquiring new understanding, skills, and knowledge can be

challenging because students and teachers are geographically separated. Moreover,

the online environment has a lot of distractions. According to Rosenberg (2001) and
Wentling et al. (2000), e-learning is the use of Internet technologies that can provide a

wide range of solutions to enhance knowledge and performance. However, as it

advances, e-learning applications’ interfaces will grow increasingly complex as well.

One of the most common issues is the slow internet connection. It causes distraction to

students and reduces productivity as well. Students also struggle to make use of the

internet’s resources. There are situations where the focus of students is on the

technology and not on the material provided for them to study. In certain cases,

students’ attention is drawn to the technology rather than the material that has been

provided for them to learn.

According to The Center for Development and Learning, there are six interactive

components of the learning process. They are the following: attention, memory,

language, processing and organizing, graphomotor (writing), and higher-order thinking.

These components may play a role in the students' mathematics knowledge, skills,

abilities, and behaviors that can affect their academic performance. Some students are

having difficulty learning mathematics concepts and formulas. They are attempting to

comprehend stuff in order to learn, but they are unable to do it at times. This results in

poor academic performance, decreasing ability to focus, and low learning motivation.

Greenville Academy of Santa Clara is a private school that accepts the

challenges of the new education system year 2021-2022 due to the COVID-19

pandemic. The school's goal, mission, and vision are to provide high-quality education

and to support students achieve their goals in society. To ensure each learner's
academic achievement as well as their safety, the school embraced the distance

learning method. Greenville Academy of Santa Clara administered blended learning

types of distance learning to obtain their ideal as an academy and to follow the DepEd

protocol for the school year 2021-2022 amidst the pandemic. Modular Distance

Learning embarks learners to use self-learning modules (SLMs) and Online Distance

Learning that involves utilizing technology to obtain learnings from teachers.

Therefore, the researchers conducted this study to be able to determine the

Effects of E-Learning Teaching in Mathematics and Students Competencies of Selected

STEM Students in Greenville Academy of Santa Clara. The e-learning modality for the

academic year 2021-2022 influences the student learning outcome in mathematics. This

research examines the effect of E-Learning in comprehending mathematics for each

STEM student. It proved how E-Learning works in Greenville Academy of Sta. Clara in

the academic year 2021-2022.

Background of the Study

In late January 2020, the Philippines reported the first imported case of COVID-

19. On March 8, President Rodrigo Duterte issued Proclamation No. 922, declaring a

state of public health emergency in the Philippines, and suspending school courses in

Metro Manila. And on March 16, the whole Luzon group of islands was placed under

enhanced community quarantine (ECQ), effectively a total lockdown and the country's
toughest category of lockdown. Because of the pandemic, the country's educational

delivery has changed greatly. Due to the closure of public and private schools to

preserve the health of students and educators, teaching had to be done remotely using

modular and digital platforms.

E-Learning, often known as electronic learning, is the delivery of education and

training using digital resources. Although E-Learning is based on institutionalized

learning, it is delivered via electronic devices like computers, tablets, and even cellular

phones that are internet-connected. This allows users to learn whenever and wherever

they want, with few, if any, limitations. E-learning is training, learning, or education given

online via a computer or other digital device. Since the pandemic started, e-learning

became the safest option to continue learning without bringing everyone together in the

same place. But we are all aware of the certain fundamental difficulties facing e-learning

teaching specifically in mathematics.

Teachers can pay greater attention to students in the classroom in face-to-face

learning and ask if the students understood the lesson, whereas students in e-learning

are embarrassed to ask if the teacher can repeat the lecture for whatever reason,

especially when it comes to math-related courses. As a result, the student will have

difficulty in quizzes and exams. Face-to-face interaction with instructors, peer-to-peer

activities, and rigid timetables all work together to keep students on track during their

studies specifically in mathematics. The lack of guidance in home studying is one of the

factors that make e-learning in mathematics tough, as opposed to face-to-face

education, which was better for pupils to grasp particularly math sessions since there

were teachers eager to focus on students who were struggling. Another issue that

students face in e-learning is the lack of and disorganized information in the modules,

such as the formula for how to get the answer to a certain problem. However, it is not

the teachers' fault because they truly want their pupils to learn, but educators are also

having problems teaching the students, as well as they, do on face-to-face learning due

to the current situation.

Theoretical Framework

This part of the study presents the relevant theories associated with e-learning

and mathematics. The following succeeding texts from an E-learning Model for

Teaching Mathematics on an Open Source Learning Platform, may help and guide the

effectiveness of E-learning in Mathematics and Students' Competencies for STEM

learners in Greenville Academy of Santa Clara. In addition, these propositions founded

by Jeong Yong Ahn and Akugizibwe Edwin of the Department of Statistics (Institute of

Applied Statistics), Chonbuk National University, Korea, can reinforce the design of a

research question of the study.

The theoretical underpinning of this study is The MCIEC Model. First, motivation
is one of the three pivotal pillars of the model. As stated by Pokay & Blumenfeld, 1990;
Midgley, Feldlaufer, & Eccles, 1989, numerous studies have explored the link between
mathematics and motivation. That is in terms of achievement and competence. 

Motivation focuses on the subject being taught with regards to clear content

importance demonstration to the learners, which is in terms of both academic and

practical usefulness. A better understanding of how students learn mathematics coupled

with the functional application of mathematical e-learning can enhance meaningful

learning of mathematics and make the subject more exciting (Waege, 2009; McElroy,

O'Loughlin, Townsend, & Simonovits, 2011).

Context is the second pivotal pillar of the MCIEC Model. Contextualization is the

design of learning activities (Koohang, Riley, and Smith (2009). Although, Perin (2011)

specifies contextualization themes. It has a principal role in turning the mathematics

content into a language the student clearly understands or is familiar with. By doing so,

the transition into the mathematical language of rules and symbols becomes a mere

formality (Berns & Erickson, 2001; Guthrie, Anderson, Alao, & Rinehart, 1999; Klinger,

2011). The teacher guides in specifying world events, practices, and issues to link to the

content. Then, incorporate students' experiences and abilities as well. This form of

contextualization will spur curiosity and help align the content to student's pace of

learning.

Interactivity is the coming together of the teacher, learners, and technology to

facilitate the teaching and learning process. As explained by Wood and Ashfield (2008),
interactions between teacher, pupils, and technology necessitate more than the

transmission of knowledge from either teacher or technology to learner. Students

attempt the first step of the problem. If they get the first step, they are directed to the

next step. Otherwise, they can select from three options: requesting a hint to try again,

seeking extra help from content, using audio-visuals or teacher, and/or proceeding to

the next step of the solution. Leaners' study style will be recorded and the teacher can

rely on it to provide appropriate guidance.

Dynamic Evaluation plays a crucial part in completing all aspects of the MCIEC

model. The dynamic evaluation seeks to evaluate the learners in such a way as to cater

to the learner's context, learning ability, pace, as well innovativeness. There are four

levels of learning activities based on Bloom's taxonomy of learning domains as listed by

Lui, Lo, and Yiu (2013). These are to acquire knowledge, practice and apply, explore

and evaluate, propose, and create (Bloom, Engelhart, Furst, Hill, & Krathwohl, 1956). E-

learning platforms should be designed to provide feedback, track scores, and

subsequently direct the appropriate sequencing of activities to fit the learners' context.

Connectivity aims to show how the knowledge acquired by students is connected

to diverse academic and practical fields. For example, we relate the knowledge of

solving simultaneous equations to diverse fields, such as linear regression, electric

circuits, and garbage collection. Connectivity also serves as a checkpoint for the entire

lesson or topic.

The MCIEC model uniquely taps into the strength of each of the theories to build
a mathematical e-learning model that offers practical guidelines of mathematical e-

learning pedagogy that stimulate creativity and applicability in learners. In particular, the

model asserts that intrinsic motivation in higher learners of mathematics is achieved by

emphasizing the academic and practical value of the mathematics content. Based on

these aspects, the MCIEC approach can make the mathematics content less abstract

and more user-friendly, while allowing for the different talents that learners possess to

flourish, enabling them to develop creative, innovative, and adaptable students. One

notable feature of mathematics is its language and symbols distinct from other non-

mathematical subjects. Therefore, an effective mathematics e-learning platform must be

able to accommodate mathematical language and symbols.

Conceptual Framework

The independent variables refer to the Factors of E-learning Teaching in Mathematics,

while the dependent variables are the Effects of E-learning Teaching in Mathematics on

STEM Students .
Research Paradigm

Figure 1. Research Paradigm showing the Independent and Dependent Variables

Statement of the Problem

1. What are the respondent’s profile in terms of:

1.1 Age
1.2 Gender
1.3 Grade level
2. What are the comprehension of the respondent in terms of:
2.1 Technological Literacy
2.2 Learning Autonomy
2.3 Internet Connection
2.4 Mathematics Self-concept

3. How do the Factors of E-learning Teaching in Mathematics affect the respondent in

terms of:
3.1 Academic Performance
3.2 Participation
3.3 Interest

4. What are the respondent’s perception in the education system during the COVID-19
pandemic in terms of:
4.1 E-learning Modality
4.2 Learning Quality
4.3 Use of Technology

5. Is there a significant relationship between E-learning Teaching in Mathematics and

the students’ competencies on the subject?

6. Based on the result of the study, what are the recommendation of the researchers
concerning the Effects of E-learning Teaching in Mathematics on STEM students?
Hypothesis

In this study, the hypothesis was formulated and tested.

1. There is no significant relationship between the factors of E-learning Teaching in

Mathematics and STEM students’ competencies and academic performance.

Significance of the Study

This study focused on explaining the effects of E-learning Teaching in

Mathematics and Students Competencies of Selected STEM Students in Greenville

Academy. In addition, this would also give the beneficiaries with important information.

Benefiting from the study are the following:

To the Teachers, this study might give them information and ideas for giving

their students relevant feedback and supporting them in better understanding and

learning mathematics. It also contains the information they need to give uniform and

standardized instruction. This will help them understand how to effectively interact with
kids and provide them with an effective learning tool, as mathematics encompasses a

wide range of topics

that can be tough to comprehend and learn.

To the Students, this research will help them gain a better understanding of e-

learning. It teaches students how to apply this learning strategy to successful learning

and how it improves the quality and progress of math education. Furthermore, this study

demonstrates that this strategy improves student autonomy in mathematics. This will

also motivate students to work hard and stay on track with their studies.

To the Parents, this can provide them with information into the influence of e-

learning training on their child's academic performance in arithmetic as well as their

ongoing competency development. Furthermore, this research study helps educate

parents on how to help their children with this type of learning technique. This will also

provide them peace of mind, knowing that their children are receiving an efficient

learning method that would help them attain their objectives.

To the Present Researchers, since it is appropriate in our current

circumstances, it can supply ideas to those academics interested in e-learning

mathematics education and student competencies. It may also assist students in

elaborating the effects of e-learning teaching for getting practical information and

methods that they may apply in developing their own viewpoints in educational
research. As a result, it will pique their interest even more and help them improve their

skills, strategy, and knowledge in order to achieve their goals and contribute to society.

To the Future Researchers, this research study can be used as a resource for

researchers who want to acquire knowledge from the concepts and material offered in

order to establish new research. It could also be their baseline data, which they use as

a foundation for future research linked to this topic. This will also aid them in furthering

their research into the effects of e-learning teaching, particularly in mathematics and

student competencies.

To the School Administrator, this research helped in guiding and opening

minds to the situations of e-learning as a teaching approach. It might serve as a guide

for them to grasp and see it as a useful learning approach.

Scope and Delimitations

This study only focused on the Effects of E-Learning Teaching in mathematics

and students’ competencies in STEM students of Greenville academy of Sta. Clara.

The respondents of the study was only limited to STEM learners, to know more
about the effects of this on the students, as well as the causes and possible results of
the learning system. It aimed to know the various opinions of STEM students in
Greenville Academy. To acquire their opinion, the researcher would conduct a survey
and a questionnaire.

Moreover, this study also discussed the role of digital tools in this teaching

method. The result of the study will aid the research in gaining a better understanding of

the impact of e-learning on student’s math skills and abilities particularly among the

students on the said academic track. Through this, it will help learners and instructors in

the educational environment. It has a potential of improving the conventional teaching

method. This also would give us limitation in some electronics devices. It will also teach

us how to ensures ease of communication between teachers and students.

This research was delimited to the topic such as the impact of e-learning on

student behavior and would not go into further detail about these concepts. In particular,

this research focused only on the given concept of the effects of e-learning teaching in

mathematics to certain STEM students.

Definition of Terms

Academic performance - the measurement of student achievement across various

academic subjects.
Contextualization - defined as employing the items of the language in a meaningful

and relevant context.

E-learning - education based on modern methods of communication including the

computer and its networks, various audio-visual materials, search engines, electronic

libraries, and websites, whether accomplished in the classroom or at a distance.

Interest - refers to the motivating force of an individual which impels him to attend a

person, a thing, an object or an activity.

Internet Connection – it is also known as Internet access, the process of connecting to

the internet using personal computers, laptops or mobile devices by users or

enterprises.

Learning process - a process that leads to change, which occurs as a result of

experience and increases the potential for improved performance and future learning.

Technological literacy - the ability of an individual, working independently and with

others, to responsibly, appropriately and effectively use technology tools to access,

manage, integrate, evaluate, create and communicate information.

Participation - refers to the interactivity of teaching strategies seen as conducive to

students' motivation but without serious consequences for their influence, and simply

means taking part in a class discussion.

Chapter 2

REVIEW OF RELATED LITERATURE AND STUDIES

Related Literature

As a result of the lockdown imposed in reaction to the sudden outbreak of

COVID-19, people have moved from social to solitary human beings in order to fight the

pandemic. In mid-March, all educational institutions in Bangladesh announced that they

were on the verge of preventing the spread of COVID- 19 among their students.

Uncertainty has developed in our education sector since then. More than 3.15 million

tertiary students are facing educational uncertainty as a result of educational institution

closures (Zaman, 2020).

Even before the pandemic, universities have offered online courses which were

not as popular compared to physical face-to-face learning. Now, it has become the new
normal for education as the pandemic made it impossible to continue physical classes

and not risk further transmissions among students, parents, university faculty and staff.

However, according to Scheichler (2020), this new normal was a struggle for many

universities which lacked enough time to prepare for new ways of teaching and giving

assessments, meanwhile attempting to use varied materials for different students with

different needs and capabilities. In the Philippines, Toquero (2020) mentioned that

online learning programs should be prepared to get through these obstacles in their

systems in a short amount of time.

Students in all levels, especially those in higher education, are compounded with

anxiety about enduring both short and long-term consequences to online learning when

they reach the next level of learning or the real life as the end of this pandemic is

unforeseeable (Daniel, 2020). Burgess and Sievertsen (2020) suggested early in this

year when universities and schools were first closed at a time when evaluations were

ongoing that while these are a necessary part of education, these should be deferred

instead of cancelled.

In October 2020, Zethembe Mseleku from University of Kwa-Zulu Natal,

conducted a literature review to elicit pertinent research on E-learning and E-teaching

outcomes, problems, and possibilities in the Covid-19 pandemic age. This

demonstrated that the pandemic resulted in the closure of higher learning institutions

and a transition from traditional classroom-based teaching and learning to a virtual

approach, whereas higher education may have transformed and moved to online.

These obstacles include the inability to access or use online learning and teaching

materials; difficulties adjusting, particularly for pupils in rural locations and those from

low-income families; and the stress, sadness, and worry that go along with it.

Technological literacy is associated with digital literacy that when an individual is

trained in using computers and other digital devices to access the Internet, digital

literacy gives them the ability to use the Internet to discover, review, evaluate, create,

and use information through a variety of digital platforms. So, the Effects of

Technological Literacy to other students specially for STEM students which is they can

trained themselves in using digital devices, that they can use in researching or

searching topics and to have an advance learning. Technological Literacy has an

effective communication and also a good effects to the creativity of students.

According to Carvajalino (2018), as a tool for deciphering our immediate

surroundings and representing various social, technical and scientific facts,

mathematics is considered essential in the social sciences. Many phenomena, including

social reality, economy, and history, can be better understood through the use of

mathematics. A mathematical approach to learning, reflecting on society, and

representing environmental facts is appropriate in this situation. Kartal and Caglayan

(2018) stated that mathematicians, then, are tasked with figuring out how to make
sense of all this data. Another advantage of math is that it provides a precise description

of the phenomena that take place.

Understanding, judging, doing, and using mathematics in a wide range of intra as

well as extra-mathematical contextual factors and situations are all examples of

mathematical competency. According to Nuemann et al. (2018), there are a variety of

cognitive & statistical approaches used in the literature to help teachers and students

alike better understand and improve their knowledge and skills. Mathematical

competences of students are assessed using standard multivariate statistical methods

such as Rash analysis and other analyses in. Rash analysis and other techniques are

used to provide insights into the reliability and validity of these assessments.

When learning mathematics through e-learning, there are several challenges.

Self-concept substantially determines how students feel about themselves, their

mathematics ability, and judgments made regarding education that are manifested via

students’ academic accomplishment in learning (M.M. Hammoudi, 2019). This

demonstrates that students, particularly in the topic of mathematics, have a method of

perceiving and thinking about themselves. Many of them struggle to comprehend and

understand a mathematical problem, which is especially important if you are taking

STEM as a strand. Students can use their mathematics self-concept to help them

enhance their math education. It will enable them to understand and know their
mathematics skill, fun, and interest ratings (Erdogan and engul, 2014). Learning

mathematics would be easier for them if their mathematical self-concept was improved.

The mathematical self-concept is attributed to students' intentions to pursue

degree programs in STEM (science, technology, engineering, and mathematics) (Sax et

al., 2015). As for that, students with a good mathematics self-concept are more

engaged and interested in mathematics, particularly when electronic devices are used,

and they also stay and finish their chosen degree program, which helps the school's

student retention (Ackerman et al., 2013). This also means that it’s important to know

how students felt about their math learning ability. Students and educators will gain from

it because students will be able to see where they need to improve, and educators will

be able to establish or diversify their mathematics online teaching methods.

Some educational activities in mathematics have been developed using e-

learning. Student involvement is a key component of the MCIEC model because it

emphasizes the importance of motivating students in their learning process. As a result

of increased interest, motivation, and context-adaptation, students are able to better

understand mathematical content. Ahn and Edwin (2018) mentioned that when used

with an adequate teaching and learning method, e-learning presents significant

advantages. As a result, math helps students develop their intellect, allowing them to

function both personally and socially. Additionally, it fosters creativity, self-confidence,

and entrepreneurship (Titilope, 2017).

 The findings of the study conducted at Mbeya University of Science and

Technology in Tanzania, support the findings of Mwandosya and Montero (2017), who

found that the rapid rise of e-learning courses at academic institutions has resulted in

significant changes for students and tutors. Students can use a variety of tools to

demonstrate their learning efforts, including text, email, video, and audio devices. To

successfully include e-Learning, instructors frequently need to redesign their courses.

The availability of e-learning services in higher education institutions allows users to be

more flexible in their use of technology while also ensuring a better teaching and

learning process. In the year 2017, Hadija and Shalawati explored the challenges that

teachers face when implementing e-learning. Teachers faced a huge issue in preparing

a class using technology due to a lack of time. Other significant constraints included a

lack of appropriate technology-related professional development, inadequate physical

resources, inadequacy of resources, restricted access to technology, technical

assistance, competence, and confidence.

In e-learning, the internet is a component since it is a teaching and learning

approach that uses electronic devices and allows students to access educational

content and other resources via the internet. Alvarez & Others (2015) believes that the

usage of the Internet has imposed a new paradigm in education, the most significant of

which is the abandoning of traditional methods in favor of e-Learning methods.

 According to Gledhill et al. (2017), the constraints of e-learning in less

developed countries involve limited or poor access to the Internet, technology, and

networks. Natividad (2021), Kim (2016) explained the slow Internet connection in the

Philippines. Perceived Internet speed is the subjective evaluation of the speed of the

Internet in supporting online learning sessions They agreed that Internet access in the

Philippines is slow due to limited Internet infrastructure brought about by outdated laws

and lengthy bureaucratic processes for Internet infrastructure development.

Continuous lockdowns in the Philippines, in particular, exacerbate the existing

phenomenon of digital divide, e.g., students are unable to use public pay-for-access

computers and Internet in computer shops (Baticulon et al., 2021). Students may

struggle to engage in mathematics online learning due to a lack of basic online

resources. As a result, students may feel less capable of learning mathematics online at

their own pace. Determining the possible link between online learning barriers and

students’ mathematics self-concept may assist teachers, parents, and educational

institutions in developing pedagogical interventions to achieve desired online

mathematics achievement.

We can say that the internet connection has a huge impact in Teaching

mathematics and in learning mathematics. The educators may have conflict in their

studies if the internet connection is poor. This will have effect in students but also in

teachers.
 The use of e-learning as a learning and teaching tool is becoming increasingly

popular in education. Suri and Sharma (2014) examined the association between

students’ disciplines and their responses and attitudes toward e-learning. Students’

motivation as well as academic performance improve as a result of this increased sense

of ownership over their education (Ozyurt et al, 2013). In many cases, poor connectivity,

inflexible scheduling, and incomplete devices can have a negative impact on student

outcomes.

The research conducted by Antonio-José Moreno-Guerrero, Inmaculada

Aznar-Díaz, Pilar Cáceres-Reche, and Santiago Alonso-García 22 May 2020)

concluded that the e-learning environment gives an improvement in high school

students. Their research identified the effects of the e-learning method in teaching

mathematics in high school students. Their study is quantitative and quasi-experimental

design, with a control group and an experimental group. The research results show a

positive influence on motivation, autonomy, participation, mathematical concepts,

results, and grades. However the research of Rex Bringula, Jon Jester Reguyal, Don

Dominic Tan & Saida Ulfa October 2021) uses qualitative data and shows that students

faced technological, personal, domestic, assessment, pedagogical, consultation, and

test anxiety challenges under the e-learning environment. The interview results show

that students dislike studying the course content on their own, online learners disclosed

that they understood the content through lectures and constant consultation with
teachers. The study also shows that students with low learning autonomy are expected

to have lower dispositions of their mathematics abilities resulting in low performance.

Student engagement and performance are both boosted when e-learning is

used in the development of mathematics. The use of e-learning in mathematics

teaching promotes student participation and interest, resulting in improved performance

and content acquisition (Mulqueeny et al., 2015). The study by Ozar et al., (2015)

reveals that higher education institutions in industrialized countries have used e-learning

into their educational systems to improve teaching and learning.

As a result, more results are achieved as a result of the increased interest.

Mathematical content can also be learned more effectively. In addition, according to T.

Fujii (2014), mathematical incompetence is linked to misunderstanding. These

misunderstandings are frequently the result of incompatibility between real life concepts

and correct mathematical principles. However, it is tailored to the students’ learning

styles, enhancing their ability to comprehend.

Research Literature

In a study conducted by Mortaza Mokhtari Nazarlou, The essence of technology

is doubled by impartment and demand. Computer technology, particularly the

advancement of network technology, has both a positive and detrimental impact on

human production, living, and education. If E-learning is considered the primary mode of

study, it will have the following negative consequences. More and more evidence is

accumulating that long-term computer use is harmful to people's health. It mostly

comprises electromagnetic radiation, eye damage, and organ damage, among other

things and the ability of learners to reasoning will be harmed by the multi-medialization

of learning materials.

According to the study done by Umoh, Joseph B., Akpan, Ekemini T., Students'

perspectives of the challenges of blended e-learning tools in the teaching and learning

of mathematics were studied in this research. The research was carried out using a

descriptive survey design with thirty undergraduate students from the University of Uyo.

Students' impressions of The Challenges of Blended E-Learning Technologies in

Mathematics were elicited through a research questionnaire. The questionnaire divides

the perceived problems of blended e-learning tools in mathematics into three sections:

availability, accessibility, and students' ICT abilities in using blended E-Learning

resources. The data was analyzed with SPSS at a significance level of 0.05. The

findings demonstrated a lack of availability, accessibility, and students' ICT skills when it

came to using integrated E-Learning Technologies for Teaching and Learning

Mathematics. The overall findings demonstrated that students' perceptions of the

Challenges of Blended E-Learning Tools range significantly. If other countries are in this

condition, the Philippines are most likely in the same situation.

Based on the research done by Hui-Chuan Chu, Tsung-Yi Chen, Chia-Jou Lin,

Min-Ju Liao, Yuh-Min Chen, Most e-learning platforms provide academic knowledge but

not the practical expertise needed in problem solving.

According to a study made by Te Hononga, Lecturers have had difficulty

implementing collaborative problem-solving in a genuine manner in mathematics

education programs, where collaborative problem-solving is regarded a crucial

educational strategy. Complex living and learning situations currently exist in which

students must complete their learning processes. This research investigates students'

reactions to the quick shift to online learning and their assessments of the benefits and

drawbacks that resulted. A modest comparative case study was employed to investigate

the situation's complexities in rich, genuine surroundings. We employed questionnaires

and semi-structured interviews. Personal situations such as having children and

partners at home while studying, as well as elements such as not connecting directly

with other students to clarify and moderate their ideas, contributed to considerable early

problems with cooperating, according to the participants. While some of these remained

throughout lockdown, they adjusted and realized that the benefits, such as a
combination of formal and informal digital educational material, offered them more

freedom and led to more thoughtful thinking. Some aspects of the adaptations made,

we believe, should become permanent components of face-to-face learning.

In a study made by Nenagh Kemp and Rachel Grieve in an Australian institution,

they performed written exercises, a class discussion, and a written test. One topic

included face-to-face activities, while the other had online activities, with themes

counterbalanced between the two groups. Students preferred to conduct activities in

person rather than online, according to the findings, but there was no significant

difference in exam performance between the two modes. Students exhibited a clear

preference for face-to-face class discussions in their written replies, saying that they felt

more involved and received more quick feedback than they did in online conversations.

According to a study conducted by Arif Widodo, Ida Ermiana, Muhammad Erfan,

The shift from face-to-face to online learning has produced new challenges not just for

professors, but also for students in this case, who have encountered several obstacles.

This study employs a quantitative non-experimental technique. Surveys were utilized to

acquire data. There were two types of questionnaires used: an open and a closed

questionnaire. Descriptive statistics were used to examine the data, which was then

displayed in tables and graphs. The findings revealed that while students' attitudes of
online learning vary, the majority of respondents are uncomfortable with it. Students

hope that the pandemic will stop soon so that they may resume traditional face-to-face

study.

Leo A. Manalo studied The Impact of Online Learning on Student Motivation,

Self-Efficacy, and Anxiety in Mathematics. The researchers used two customized study

questionnaires on mathematical motivation, self-efficacy, and anxiety. The 6-week pilot

test of synchronous online learning revealed that students' mathematics interest and

self-efficacy had dramatically dropped. Before and after the implementation, students'

anxiety remained "High," reflecting worry and uncertainty about the new normal in

education. In addition, poor and unpredictable Internet connections, a lack of motivation

to perform self-study, a plethora of activities at home, and chores were identified as

some of the primary reasons students struggled to master the subject matter and adjust

to the "New Normal."

According to a study made by Rex Bringula, Jon Jester Reguyal, Don Dominic

Tan and Saida Ulfa, the students that took part in the study were from two math

programs that were provided online during the summer of 2020. Because face-to-face

learning sessions were discontinued owing to the COVID-19 epidemic, only online

programs were available at this time. Students were discovered to be the owners of the
gadgets they used for online classes. The most difficult components of online learning

were the lack of an internet connection and power outages. Students showed both

positive and negative self-concepts when it came to mathematics online learning. The

mathematical self-concept was partly influenced by individual circumstances. Students

faced technological, personal, home, assessment, educational, consultation, and test

anxiety issues, according to qualitative data. There are implications and suggestions for

teaching mathematics in an online context.

Based on research made by Safiyeh Rajaee Harandi, the researchers

investigated whether E-Learning can be helpful for students. It is made for all learners

and it is conducted in Tehran Alzahra University. This research has proven that using

the innovative learning system which is E-Learning affects the motivation of students.

Based on a study made by Rosalinda Cassibba, Daniela Ferrarello, Maria Flavia

Mammana, Pasquale Musso, Mario Pennisi and Eugenia Taranto, during the initial

wave of the COVID-19 pandemic, professors faced the problem of teaching via distance

education. Because the pandemic struck so abruptly, the professors were forced to

teach using an e-learning platform they had never used before and for which they could

not obtain training owing to the health situation. There are two elements to consider

when teaching mathematics at a distance, in addition to the emotional aspects

associated to the specific condition of the learner. The first is due to the fact that

lecturers often teach mathematics in a formal manner, employing many symbols and

formulas that they are used to writing. The second consideration is that the manner in

which mathematics is taught is linked to the students to whom it is directed.

According to a study made by Said A. Salloum, Mostafa Al-Emran, Khaled

Shaalan and Ali Tarhini, Findings showed that University information sharing and quality

have a beneficial impact on student adoption of E-Learning. The acceptance of the E-

Learning system was found to be unaffected by innovativeness or trust. It will be more

usefu to deliver better services for E-Learning by recognizing the aspects that influence

E-Learning acceptability

Based on a study conducted by Rasheed Abubakar, Amirrudin Kamsin, & Nor

Aniza Abdullah, Blended learning is a popular term for a method that combines the

advantages of both face-to-face and online learning. However, throughout the years,

this strategy of mixing online and face-to-face educational components has created

concerns. Several studies have emphasized the overall obstacles of blended learning

as a style of instruction, but there is no clear knowledge of the challenges that exist in

blended learning's online component. As a result, a systematic evaluation of the

literature was done with the goal of identifying the obstacles that students, teachers,

and educational institutions have when it comes to the online component of blended

learning. The main challenges that students confront are self-regulation issues and
difficulties with learning technologies. Teachers face a variety of issues, the most

significant of which is the employment of technology in the classroom.

A Study conducted by Halil Y. & Nihal, M., asserts that performance of online

learning environment independent of learner’s motivation and perception about learning.

One possible reason is that assessment of perception of of learning is norm-referenced,

while performance of learning is criterion referenced.

According to a study by Novrika Nartiningrum & Arif Nugroho, Challenges that

majority of students encountered in E-learning were connected to network access. It

was challenging to get adequate and reliable signals, especially for students who

resided in rural locations. A student even mentioned that her hamlet lacked a Wi-Fi

network, forcing her to purchase an internet package from a store. The absence of

effective direct interaction between students and teachers, as well as among students,

was the next issue. As a result of this situation, the things addressed in the online class

were misunderstood. Unstable internet connections might also contribute to this

situation.
 Based on a study conducted by Rex Bringula, Jon Jester Reguyal, Don Dominic

Tan, & Saida Ulfa, Students showed both positive and negative self-concepts when it

came to mathematics online learning. The mathematical self-concept was partly

influenced by individual circumstances. Students faced technological, personal,

domestic, assessment, educational, consultation, and test anxiety issues, according to

qualitative data.

Chapter 3

RESEARCH METHODOLOGY

Research Design

The researchers formulated a descriptive research design that pointed out the

effects of E-Learning to the STEM students of Greenville Academy of Sta. Clara. It

helps to correlate the independent to dependent variables. A descriptive research

design is created to use as comparing method for the relationship between independent

and dependent variables. This aims to provide accurately and mathematical know how

many students agree and disagreed to the objective and problem of the study.
Subject or Respondent of the Study

The researchers selected senior high school STEM students of Greenville

Academy of Sta. Clara in Sto. Tomas Batangas as their respondent. Some of the

students can easily understand what is taught about the subject of mathematics

because of their strong internet and because of the equipment that helps to learn

different formulas. But some of the students still have difficulty understanding

mathematics due to the weakness of the data or internet which causes stress due to

various formulas that are not understood. Likewise with modular students they are one

of the difficulties because there is no teacher to guide and teach them to know the

process of a formula. Based on an article by AJ Moreno-Guerrero, according to him He

did that study to identify whether mathematics will affect the learning of adult students.

In his obtained result that Learning using e-learning system affects/influences the

motivation, autonomy, participation, of students which can affect their grade or

academic performance.

Determination of Sampling Technique

 The researchers formed questionnaires to conduct a survey. To determine the

effects of E-Learning in mathematics and students' competencies year 2020 - 2021, the

researchers will use simple random sampling and select 60 students from the STEM

strand in Senior High School of Greenville Academy of Sta. Clara. It will be performed

via Google Form to maintain social distancing. In order to implement the protocol of the

pandemic because all the respondents are minor.

Research Instrument

To get the appropriate data, the research instrument that will be used for this

study is a questionnaire. The instrument to be prepared focused on answering the

statement of the problem. The questionnaire will be divided into four parts. The first part

will consist of the respondent’s personal information such as their name, age, gender,

and grade level. The second part will be the perception of students in e-learning on their

academic performance in mathematics, in terms of participation, interest, and grades.

The third part will be about the students’ comprehension in terms of the e-learning

system, use of technology, and learning quality. The fourth part will be about how e-

learning affects the teaching in mathematics. A scale ranging from 1-5 will be used
where in the (1) is strongly disagree, (2) is disagree, (3) is moderately agree, (4) is

agree, and (5) is strongly agree. This will allow the researchers to analysis the result of

conducting data-gathering.

Every respondent will access to the survey using a Google form. They will rate

each statement based on their perception of it. Students will be able to participate in

determining the effects of e-learning teaching in mathematics and students'

competencies. This participation will also help the researchers in proving their study.

Research Procedure

The researchers made a questionnaire from the given variables, which was

validated by the research adviser; each primary topic is divided into sub-questions that

must be answered by the students. After the approval of the said questionnaire, the

researchers conducted a survey on Grade 11 to Grade 12 students of Greenville

Academy of Sta. Clara. Offering responders clear instructions on how to answer the

questions honestly and accurately.

Statistical Treatment of Data

 The data that will be collected from the respondents' responses will be

statistically examined. The researchers will employ descriptive statistics such as means,

standard deviation, and frequencies. The central tendency will be discovered, and the

dependent and independent variables will be measured. The data result from the survey

will be used to determine The Effects of E-learning Teaching in Mathematics and

Students Competencies of Selected STEM Students in Greenville Academy of Sta

Clara School Year 2021-2022./

Indicator Verbal Interpretation

5 Much Harder

4 A Bit Harder

3 Still the same

2 A Bit Easier

1 Much Easier