Chapter 4

TEACHING STRATEGIES IN SYNCHRONOUS COMMUNICATION: ITS

EFFECT TO THE ACADEMIC PERFORMANCE OF MATHEMATICS MAJORS

This chapter presents the results, analyses and interpretation of data

gathered from the respondents of the study. The presentation and analyses are

in tabular format preceded by textual interpretations of the tabulated data

pertaining to the specific problems stated in the study.

Teaching Strategies. Table 1 shows the different teaching strategies being

employed in teaching Mathematics subjects to Mathematics Major students in

Mabini Colleges, Inc. It has been shown that an average weighted mean score of

3.09, interpreted as “sometimes” were observed by the majority of the

respondents chosen randomly to participate in the said study. They perceived

that synchronous communication in the context of the teaching-learning process

sometimes is efficient in terms of the indicators specified below.

 Table 1

The Teaching Strategies in Teaching Mathematics Subjects to Mathematics

Major Students

Weighted Verbal
Indicators
Mean Interpretation
1. The teacher relates the lesson to the
students' daily lives. 3.25 Sometimes

2. The teacher asks students to explain the

3.30 Sometimes
answers.
3. The teacher shows interesting materials
1.75 Seldom
during the synchronous class.
4. The teacher asks students to complete
challenging exercises that require them to go 4.63 Always
beyond the instruction.
5. The teacher encourages classroom
(online/synchronous) discussions among 2.53 Sometimes
students.
6. The teacher links new content to students'
2.46 Seldom
prior knowledge.
7. The teacher asks students to decide their
4.16 Often
own problem-solving procedures.
8. The teacher encourages students to express
2.61 Sometimes
ideas during synchronous class.

Average Weighted Mean 3.09 Sometimes

Legend: 4.20-5.00: Always, 3.40-4.19: Often, 2.60-3.39: Sometimes, 1.80-2.59: Seldom, 1.00-1.79: Never

Results shown that a lowest mean score of 1.75 interpreted as “seldom”

was recorded under the indicator that teachers were being able to show

interesting materials during synchronous class. It was followed by a mean score

of 2.46 interpreted as “seldom” as well which states that teachers link new
contents to students’ prior knowledge. These results imply that teachers were

mostly inconsistent to employ strategies that creates a more accommodating

learning environment by which triggers and appropriate simulation were

available. It was insinuated by the study of Moreno-Guerrero, et.al. (2020), that

the use of the e-learning method has a positive influence on motivation,

autonomy, participation, mathematical concepts, results and grades. Also,

teachers have to be creative in delivering the content of the course (O’Doherty et

al., 2018)

On the other hand, the highest mean score of 4.63 interpreted as “always”

which states that teacher asks students to complete challenging exercises that

require them to go beyond the instruction. With this rating, it was shown that

most of the teachers provide students time to practice the given lesson by giving

them exercises that pushes them to create their own solutions and going an extra

mile to prove them, and eventually promotes independency, critical thinking and

creativity to the students. This result implies that teachers were efficient in

providing the students exercises and homeworks that make them practice the

lessons taught. With this, the expectancy of learning the lesson will be higher if

lessons were properly taught by the teachers and well-absorbed by the teachers.

Bringula, et. al. (2021) states that teachers play a significant role in improving

and sustaining the mathematics self-concept of online learners. At the beginning

of the class, teachers must inform online learners that having a habit of self-

paced learning is a highly desirable discipline.

 Academic Performance of the Students. Table 2 below shows the

academic performance of the Mathematics Major students of Mabini Colleges in

the context of the synchronous mode of learning. An average rate of 3.32

interpreted as “sometimes” were recorded as the overall rating of how students

perform in the online class during this “new normal” with respect to the teaching

strategies being employed by their respective teachers. This result implies that

students weren’t always prepared enough to undergo online classes most

especially on their Mathematics subjects.

Table 2

Academic Performance of the Mathematics Major Students in the

Synchronous Communication

Weighted Verbal
Indicators
Mean Interpretation
1. I made myself ready in all my Mathematics
subjects. 3.40 Often

2. I pay attention and listen during every

3.10 Sometimes
discussion
3. I want to get excellent grades in all my
3.85 Often
Mathematics subjects
4. I actively participate in every discussion 3.89 Often
5. I gain focus whenever I see technical
4.03 Often
problems
6. I enjoy having Homeworks and activities
because it helps me improve my skills in 2.45 Seldom
solving
7. I exert more effort when I do difficult
Homeworks 2.48 Seldom

8. Solving Mathematical problems is a very

3.34 Often
useful hobby for me
 Average Weighted Mean 3.32 Sometimes
Legend: 4.20-5.00: Always, 3.40-4.19: Often, 2.60-3.39: Sometimes, 1.80-2.59: Seldom, 1.00-1.79: Never

The mean scores of 4.03 followed by 3.89, 3.85, 3.40 and 3.34 interpreted

as “often” were recorded in the indicators including the students’ focus,

participation, getting excellent grades, being well-prepared prior to the class and

solving Mathematics problem as a useful hobby, respectively. These indicators

were said to cater an above-average rating which implies that oftentimes

students are in the mood of attending the synchronous class in Mathematics.

Providing a great sense of motivation and other factors that affects the mood in

learning are needed to be addressed by the teachers to assure that students will

absorb the lessons being taught.

According to Mazana, et. al. (2019), Mathematics’ enjoyment and attitude

significantly predicted students’ performance. The factors influencing the

students’ liking or disliking of mathematics constituted student’s aptitude

attribute, instructional and social psychological environmental factors.

On the other hand, a “seldom” remarks, which garnered a weighted mean

score of 2.45 and 2.48 which relatively recorded the lowest rating under the

indicators which states that the respondents enjoy having homework and

activities because it helps me improve my skills in solving; and that they exerts

more effort when I do difficult homeworks, respectively. These ratings imply that

students are experiencing hard times in answering their homeworks on their own.

Having the confidence to do it alone might be one of the reasons behind these
instances. Also, there current situation at home that contributes to the factors for

them not to have that drive and focus to accomplish their tasks might also be a

contributing factor.

Supported by the study of Panagouli, et. al. (2021), the uncertain

educational future impacted students’ academic achievement, which can be

enforced by a stressful life event, such as a global pandemic.

Test for Significant Relationship between the Teaching Strategies and the

Students’ Academic Performance. Table 3 shows the result of the statistical

treatment done with the use of the Pearson correlation coefficient to examine the

strength and direction of the linear relationship between the teaching strategies

being employed in the online class and the academic performance of the BSED-

Mathematics students in Mabini Colleges.

Table 3

Test for Significant Relationship between the Teaching Strategies and the
Students’ Academic Performance

Variables Academic Performance

Teaching Strategies 0.759

N 106

Note: N=Sample Size, *p<0.05, **p<0.01

 The result shows that the Pearson correlation between the teaching

strategy and the academic performance of the BSED-Mathematics students is

about –0.13 which indicates that there is a weak negative relationship between

the variables.

Furthermore, the p-values for the correlation between the teaching

strategy and the academic performance of the BSED-Mathematics students are

both 0.795 and were said to be greater than the significance level of 0.05, which

indicates that the correlation coefficients are not significant. Thus, this accepts

the hypothesis.

According to Gray and Diloreto (2017), student interaction does not have a

statistically significant impact on student satisfaction. As an addition, as stated by

Gopal, et. al. (2021) both teachers and students have equal responsibility and

instructor quality, student’s expectation, prompt feedback, and effective course

design” significantly impact students’ online learning process.

 Notes

Moreno-Guerrero, A.J., Aznar-Diaz, I., Caceres-Reche, P. & Alonso-Garcia, S.

(2020). E-learning in the teaching of Mathematics: An educational
experience in adult high school.
https://www.mdpi.com/2227-7390/8/5/840/pdf
O’Doherty, D., Dromey, M., Lougheed, J., Hannigan, A., Last, J., & McGrath, D.
(2018). Barriers and solutions to online learning in medical education–an
integrative review. BMC Medical Education, 18(1), 1–11.
Bringula, R., Reguyal, J.J., Tan, D.D. & Ulfa, S. (2021). Mathematics self-concept
and challenges of learners in an online learning environment during
COVID-19 pandemic. Smart Learn. Environ. 8, 22.
https://doi.org/10.1186/s40561-021-00168-5
Mazana, M.Y., Montero, C.S. & Casmir, R.O. (2019). Investigating students’
attitude towards learning Mathematics.
https://doi.org/10.29333/iejme/3997
Gray, J.A. & Diloreto, M. (2017). The effects of student engagement, student
satisfaction and perceived learning in online learning environments.
https://files.eric.ed.gov/fulltext/EJ1103654.pdf
Gopal, R., Singh, V. & Aggarwal, A. (2021). Impact of online classes on the
satisfaction and performance of students during the pandemic the
pandemic period of COVID-19.
https://link.springer.com/article/10.1007/s10639-021-10523-1
Panagouli, E., Stavridou, A., Savvidi, C., Kourti, A., Psaltopoulou, T.,
Sergentanis, T.N. & Tsitsika, A. (2021). School performance among
children and adolescents during COVID-19 pandemic: A systematic
review. https://doi.org/10.3390/children8121134

Chapter 5

SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS

This chapter presents the summary, conclusions and recommendations of the

study on the teaching strategies in synchronous communication: its effect to the

academic performance of Mathematics Majors.

Problem 1
What are the teaching strategies being employed in teaching major subjects in

Mathematics?

Findings

Results imply that teachers were mostly inconsistent to employ strategies

that creates a more accommodating learning environment by which

triggers and appropriate simulation were available. On the other hand,

teachers were efficient in providing the students exercises and homeworks

that make them practice the lessons taught. With this, the expectancy of

learning the lesson will be higher if lessons were properly taught by the

teachers and well-absorbed by the teachers.

Conclusion

An average weighted mean score of 3.09, interpreted as “sometimes” were

observed by the majority of the respondents chosen randomly to

participate in the said study. They perceived that synchronous

communication in the context of the teaching strategies being employed

were sometimes efficient in terms of the indicators specified below.

Recommendation

To address the need of the students for a more efficient learning

environment, teachers need to become more creative and innovative in

 preparing instructional materials and other resources that might help in the

achievement of higher level of learning towards Mathematics subjects.

Problem 2

What is the academic performance of the BSED-Mathematics Major students?

Findings

Indicators were said to cater an above-average rating which implies that

oftentimes students are in the mood of attending the synchronous class in

Mathematics. Providing a great sense of motivation and other factors that

affect the mood in learning are needed to be addressed by the teachers to

assure that students will absorb the lessons being taught.

Conclusion

An average rate of 3.32 interpreted as “sometimes” were recorded as the overall

rating of how students perform in the online class during this “new normal” with

respect to the teaching strategies being employed by their respective teachers.

This result implies that students weren’t always prepared enough to

undergo online classes most especially on their Mathematics subjects.

Recommendations

The results recommend that teachers should never stop providing their

students the reason (as motivation) to attend and participate on their

 classes though it is being conducted online. Students might realize its

importance in the long run.

Problem 3

Is there a significant relationship between the teaching strategies being

employed by the teacher and the academic performance of the BSED-

Mathematics Major students?

Findings

This result shows that the Pearson correlation between the

teaching strategy and the academic performance of the BSED-

Mathematics students are about –0.13 which indicates that there is a

weak negative relationship between the variables.

Conclusion

The p-values for the correlation between the teaching strategy and

the academic performance of the BSED-Mathematics students are both

0.795 and were said to be greater than the significance level of 0.05,

which indicates that the correlation coefficients are not significant. Thus,

this accepts the hypothesis.

Recommendation
 To promote and maintain a healthy teaching-learning environment, both

teachers and students must have equal responsibility, thus, instructor

quality, student’s expectation, prompt feedback, and effective course

design” would still significantly impact students’ online learning process.