Name: JECLYN D.

FILIPINAS
First Year( New Curriculum): EDDK-1A-NEW
Professor: DR. JERSON S. CATOTO

BARRIERS IN ONLINE LEARNING AND STUDENTS' MATH

PERFORMANCE

ABSTRACT

In this mixed method research, the relationship between four factors of

individual online learners and their mathematics self- concept was

explored. In addition, the challenges the students faced in learning

mathematics online during the Coronavirus disease (COVID-19) pandemic

were determined. The participant students were determined. The

participant students were from two mathematics classes offered online

during the summer of 2020. Pure online classes were first offered during this p
period because face-to-face learning sessions were suspended due to

the Covid-19 pandemic. It was found that students owned the devices

they were using for online classes. Internet connection and power

interruption were the most problematic aspects of online learning.

Students had positive as well as negative mathematics online learning

self-concepts. Individual factors were partly related to mathematics self-

concept. Qualitative data shows that students faced technological,

personal, domestic, assessment, pedagogical, consultation, and test

anxiety challenges. Implications and recommendations for teaching

mathematics in an online environment are offered.

 Chapter 1

THE PROBLEM

Introduction

Some students encountered the most challenging subject in their field of learning

and one of these is Mathematics. Mathematics is not only a ‘language’ but it can improve

the student into a critical thinking man (Jose, 2015). New technologies have greatly

increased the range of remote offerings, update content, allow students to interact with

tutors and each other at any time, and open up the global market. These technologies not

only provide better new methods for remote communication, but also have the potential

to lower the fixed cost of education (Cunningham et al., 2000; Taylor, 2001).

In online classes, student and teacher performances and the distance learning had big

impact mostly on the field of learning. Student’s adjustment on this new normal activity

can offer less learning throughout this learning modality. Time management is very

important during distance education because learning by experience (John Dewey) is well

proven. Asynchronous instruction in new normal education can give advantage to the

students like they do not need to attend their classes in a particular time and place and

they can study anywhere and anytime,

but, it can also give disadvantages like no immediate feedback and for students'

performance, and they cannot enhanced their oral communication skills and mathematical

skills as well.

Some studies (Brazendale, et al., 2017) stated that distance education can give bad

effect in learning of students in their schooling. In addition, their lesson on mathematics

may vary in certain circumstances like low internet connection, no gadgets’, and students

mostly learn by their own. Nevertheless, Hew et al., (2020) investigated the impact of

online flipped classrooms on student success during COVID-19 pandemic.

In the present studies it concludes that online learning may take future studies to

implement that education will not stop at any cost (Basilaia & Kvavadze, 2020).

However, the use technology like gadgets and computers in implementing classes in the

new normal environment is new and has never been studied. The fundamental reason for

this study was to determine the level of barriers on the students’ mathematics

performance during the online modality. This is also to find out how to help learners that

struggled so hard in engaging on the new normal society.

Statement of the problem

2
 This study investigated the levels of barriers in online learning modality to

students’ performance especially in mathematics, and it sought to respond in the

following questions.

1. What is the level of barriers to students’ online learning?

2. What is the level of students’ performance?

3. Is there a significant influence of barriers to students' online learning on their

math performance?

Significance of the study

The research results become the basis for improving students' skills especially on

how to use technology in learning mathematics, which is in the form of online learning. It

would improve students thinking ability.

For the mathematics teacher, the outcome of investigation would be the basis to

improve their teaching style in terms of online learning modality.

For the students, this would make them more interested and appreciate the

different concepts of mathematics. They would also gain the influence of online learning

on the Mathematics’ performance.

For future researchers, this research will help them discover key areas in the

education process that many researchers cannot explore. Hence, a new theory about

online learning in Mathematics may arrive.

Scope and delimitation of the study

3
 This study conducted at CFCST, Doroluman, Arakan, North Cotabato. It involved

all the second year to fourth year mathematics major students who are officially enrolled

for school year 2021-2022. This study focused on the level of barriers to students' math

performance during online learning modality.

Operational Definition of Terms

This part describes the keywords found throughout the study. Describe the terms

by knowing how to use it in the investigation. How is the condition defined by the

researcher regardless of the application? The definition of this term helps the reader

better understand the study. Help guide or states through the concept of research.

Terms:

The following were defined operationally to better understand the study.

Barrier- this refers to the five indicators that are being evaluated using survey

questionnaire and mean was used to determine the level of barriers in online learning.

Gadgets- this refers to the technology used by the students to attend the classes in

a new normal.

Internet- this refers to the connection used in online education.

Online learning- this refers to a new normal education. It is often referred to as

technology learning instruction.

Students’ performance- this refers to the grades of the respondents in their

performance in mathematics.

4
5
 Chapter 2

REVIEW OF RELATED LITERATURE

This chapter is the literature cited which are related to the present study.

Barriers in online learning

They concluded that in the future the online education can help students in their

learning. Therefore, learners will do independent learning in the way of new normal

education, students can achieved new skill or competencies to solve and respond in a

problem while the teachers will think more creative and be positive on how to deliver

learning to the students in the way of online education (Basilaia & Kvavadze, 2020).

Moreover, learning of the learners are being affected of this factors the ‘family

responsibilities’ and ‘time management’, they cannot focused in their studies because of

this challenges (Cohen, Stage, Hammack, & Marcus, 2012). It was additionally cited the

main reason why the learners commit drop-out and withdraw in their schooling are the

family issue, lack of support, and depression. (Packham, Jones, Miller, & Thomas, 2004).

Additionally, the family, work load, time management, and slow learning learners made

learner withdraw in an online instruction (Thompson, 2004).

Additionally, students was experiencing difficulties to achieve proper learning in

adopting the technological way of teaching, this may lead the learner to differences in

mastering learning process and the key areas in practicing skills with the new

environment (Shahzad et al., 2020).

In addition, online guides are regularly related in the widespread use of

technology. Some of the student believed that their success is affected by the structure of

the subject difficulties (Dunbar, 2004; Jagger et al., 2013). As nicely as, some of the

organization compete between other institution because of the technological integration,

practice, skills and faculty beliefs. For example, college directors can also view

technology as a device to continue the learning of the learners, wherein, college can also

struggle in knowing how that technology can do the process of the current techniques in

teaching (Lawrence & Lentle-Keenan, 2013; Lin, et al., 2010). The organizational

obstacles in adopting technology is particularly not easy even giving learners need and

the advantages of the technology to learn in times of online learning modality (Amirault,

2012). Moreover, the teacher is one of the excellent sources of learning in school and it

tells that technology can’t replace teachers; it would only be used in a serious situation. It

is additionally studied the expertise is needed in adopting digital technology (Mulenga &

Marbán, 2020).

Moreover, many students are relying on their gadgets like smartphones and tablets

for internet access and attending classes (Anderson & Horrigan, 2016) alternatively extra

luxurious units such as laptops. In this new normal environment, education is in all places

where students are independent to gain their learning and collaborate to the teachers and

students” (Singh & Thurman, 2019). “Most of the digital ways of learning have the same
7
in common capacity in using computer that provides learning from anywhere and

anytime” (Cojocariu et al., 2014). Therefore, Internet, gadgets, and any digital matters

that use in new normal training are vital to acquire E-learning techniques (Elzawi et at.,

2013B). In a technology-based environment, educational editing, online guidance,

content material structure, and collaboration tools can be used to make studying grounds

wherein learners can interact and collaborate with their instructor to gain more

knowledge (Noroozi et al., 2012).

Notably, find out about the college students that they valued the most of

interaction with faculty and their co-learners (Sher’s, 2009). Moreover, Berge (1999)

state that advantages of interpersonal interaction: “When college learners had the chance

to interact with their instructor and co-learners they had big chances to understand the

content of the course and enhance their skills and abilities in terms of solving and clearly

understand what teacher is teaching all about”. Furthermore, new normal setting refers

smoothly to education with little chance of interaction; in fact, remote education,

mastering advanced over time to gain education needs and practices (Bozkurt & Sharma,

2020). In addition, in terms of interactive environment interacting and collaborating with

on another is needed (Mnyanyi et al., 2009; Thamarana, S., 2016).

Thus, DLM provides a broad range of learning opportunities, which can’t be

completed through normal way of learning and preparation (Kalyuga & Liu, 2015).

Additionally, learners would preferred face to face instruction even they had the good

idea and experience about blended learning (Osgerby (2013). These learners state that

their success in finishing the course does depend on the layout of the instruction (whether

new normal or regular face to face classes) but on the use of proper way of teaching, the
8
nice flow of instruction is in the way of creative interaction between college learners and

the teachers (Thompson, 2012; Estelami, 2012; Zen, & Driscoll, Jicha, Hunt, Tichavsky,

2008).

Math performance

A large percentage of students with terrible grades may be due instruction of the

teacher, which nonetheless influences math school rooms mostly Asian countries. It is

really worth noting that college students in each classification have unique competencies

and consequently exhibit specific attainment. Unfortunately, in teacher way of teaching,

all college learners should examine their knowledge by the trainer in the same pace and

the same way (Hwang et al. 2012). To illustrate, Taiwanese college students have greater

average rankings in mathematics courses than college learners from other place, a large

proportion of Taiwanese students nonetheless have negative performance. In addition,

most Taiwanese college students have low self-confidence and no interest in mastering

mathematics course (Lee 2012).

In addition, students who have consistently carried out poorly in mathematics can

also finally lose their interest and withdraw to analyze extra (Schraw et al. 2001). It is a

normal problem but a serious one. Since science and technology had the basis which are

the ‘arithmetic’ and ‘logical reasoning’, arithmetic is considered a core subject.

Therefore, the instructional authority emphasizes the competence of college students in

calculation and problem-solving skills. Recently, the effects of the International Student

Assessment Program (PISA) and tendencies on arithmetic and scientific lookup (TIMSS)

in 2015 (OECD 2016; Mullis et al. 2016) means a challenge for Taiwanese.

9
Barriers in online learning and Students’ Math performance

In particular, state that the online studying surroundings “can assist learners

confidence in learning; it additionally can also make a state of affairs in which inspiration

is more important to learners achievement than in a common lecture room of regular

face-to-face setting” (Wadsworth et al, 2007). Due to self-reliant way of online

education, there is an important link between the achievement of online education and the

learner’s motivation to gain knowledge in online environment (Spence & Usher, 2007,

OECD, 2013). Online trainer instruction will motivate college students to enhance their

cognitive capabilities as a right deal as doable and speak about their thoughts and

thoughts from specific angles (Noroozi, et al., 2012).

Furthermore, in order to acquire increased success in learning, the creator

suggests that the achievement of these adjustments generally rely on the improvement of

data and verbal exchange science (Wang, et al., 2020). Therefore, a foremost aim of this

state of affairs does not rebuild a strong training system, but to promote faster admission

to education and educating aids, put them into use in emergency situations and provide

them reliably in crisis. In this case, some countries have carried out models such as cell

mastering to cope with faculty closures in instances of crisis. (Almaiah & Alamri, 2018,)

(Shawai & Almaiah, 2018). Based on the assessment between adopters and non-adopters

of viable options from universities, broadcasting, blended studying or other greater

contextually possible solutions, analyze the basic elements that have an effect on the
10
intention of the usage of cellular learning functions (Almaiah & Mulhem, 2019)

(Almaiah & Alamri, 2019).

Significantly, it stated the comparison of blended education and face to face

instruction, students learn well in blended education than the regular face to face learning

and their performance is not affected by the delivery instruction (Kwak, et al., 2013). In

other study, experiences and performances are acknowledged to develop learning in an

online learning (Stacey & Gerbic, 2007). A study by Rahman, et al ., (2011) stated that

when teacher give assignment learners are able to create way to construct that means

through online instruction process. Learner success on blended studying might also

extensively be affected by means of using machine (Lee, et al., 2006) that can lead to fail

in the online environment (Shrain, 2012). Although teachers have furnished adequate and

treasured documents in the context of technology learning surroundings, gaining

expertise of fantastic is mainly hard to manage (Putra et al., 2019) and a larger gaining

knowledge of engagement from college students is required.

Theoretical Framework

This study anchored to the theories of Constructivism by Jean Piaget; these

perceptions stated that people can gain new knowledge by interacting between their ideas

and experiences. He viewed constructivism as inspiration for radical constructivism with

his perception that the learner is the center of knowledge; therefore, learner possibly had

the higher difficulties in terms of online education (Knapper, 1988). This difficulty is

centered to private colleges associated problems like study expenses, lack of support by

the family, no relevance of the research is poor and lack of financial. This pressure
11
resulted to higher dropouts of the learners than regular face to face learners (Sweet,

1986).

A second location of the situation for remote students is the perceived lack of

remarks or contact with the teacher, and considering the fact that there is no every day or

weekly contact with teachers, students can also face self-evaluation problems.

Furthermore, Kigan (1986) believes that the distance separation of the scholar and

instructor eliminates the quintessential "link" between these two parties. Foremost,

Students need relief and protection in a studying environment, and in regard to a learning

journey (Chametzky, 2014; Millheim, 2012).

Conceptual Framework

The figure below shows the schematic presentations of variables that were used in

this study. The variables involved are the barriers in online learning and the students’

mathematics performance.

Research Paradigm

Independent Variable Dependent Variable

Barriers in online learning
Students' mathematics
Environmental factors
performance
Aspects of using gadgets
to study

Elements of courses and

teaching

Elements of learning
Figure 1: The Schematic Presentation of the Study
support services

Interaction
12
Null Hypothesis

In order to reach the objectives of the study the null hypotheses will be

formulated:

1. There is no significant influence of barriers to students' online learning on their

math performance.

13
 Chapter 3

METHODOLOGY

This Chapter presents the research design, locale of the study, subject of the

study, research instrument, data gathering procedure, data analysis procedure and the

ethical consideration of the study.

Research Design

This study used a descriptive research. Specifically, this research uses a wide

variety of research methods to investigate one or more variables and determines the

answer to who, what, where, and how questions. It uses quantitative research methods in

gathering information that was used for statistical analysis of population samples.

Locale of the Study

This study conducted at the CFCST main campus located at Doroluman Arakan,

Cotabato.

Respondents of the Study

The respondents of the study were all the second year to fourth year mathematics

major students of CFCST College of Education who are officially enrolled for the S.Y.

2021-2022. Respondents who are

willing to volunteer to participate in the study were included while those who want to

withdraw as participants in the study were excluded.

Sampling Procedure

Complete enumeration method was used to determine survey data.

Research Instrument

This study used a guided response type survey questionnaire adopted from Wang

QIFU, 2013 a study about barriers in online learning. This questionnaire was using rating

scale.

Scale Descriptive Equivalent Level Interpretation

5 Strongly Agree Very High This item is

perceived to be
very high at 100%.

4 Agree High This item is

perceived to be
high at 75%.

3 Moderately agree Moderate This item is

perceived to be
moderate at 50%.

2 Disagree Low This item is

perceived to be
low at 25%.

1 Strongly disagree Very low This item is

perceived to be
Very low at 0%.

Data Gathering Procedure

16
 To gather data the researcher was asked to have clearance to proceed but first the

researcher would fill in the form of ethics. After that, the researcher sent a formal letter of

request to the Dean of the College of Education to obtain permission in conducting the

study. Once approved, the researcher conducted the study to all the second year to fourth

year mathematics major students; a questionnaire was administered through Google form.

After which, the researcher downloads all the answer of the respondents. At this

stage, the data was processed statistically to answer the question explained in the

statement of the problem. The researcher analyzed the data to achieve statistical result.

Statistical data was explained and was given meanings. Proper storage and disposal is

observed by the researcher for the data collected in the research process. This study was

completed before the end of the first semester S.Y. 2021-2022.

Statistical Treatment of Data

Mean was used by the researcher to determine the level of barriers in students’

mathematics performance in online learning modality.

Regression was used to determine the significance influence of barriers in students'

online learning.

Ethical Considerations

In the conduct of the study, the researcher made sure that appropriate research

guidelines were followed and research ethics was considered.

Voluntary Participation. Participation in the study is voluntary, and any physical

or emotional discrepancy is considered by the participants on certain topics.

17
 Privacy and Confidentiality. The information provided by the participants ' replies

was confidential; thus, the privacy of their statements was ensured. In addition,

participants were not identified. The data that were collected was stored privately after

the defense is done that other can’t manipulate, disposal of the data was finished on or

before the final defense and was deleted on the drive where it saved.

Informed Consent Process. Participants must be fully informed that they may

choose not to answer questions that make them uncomfortable or may withdraw as

participants in the study, with impunity, if they confused that they do not discussed the

requested information. The information discussed was keep by the participants

confidentially.

Recruitment. Approval was taken from the parents/guardians of the participants

and from the appropriate permission of the school and the director. The participation of

students in the study was voluntary, and any physical and/or emotional discrepancy

between participants on a given subject was considered.

Risks. It is important that the identity of the participants remain confidential in

able for them to protect their personality, confidentiality of information is an important

way to protect participant from possible harm.

Falsification. Any type of misinformation was avoided, as well as a biased

representation of the results of the preliminary data to ensure that no forgery was

provided.

Conflict of Interest (COI). The researcher disclosed in this study that lack of

financial or otherwise, is being received by organization in leading to have interest in the

18
study, there is no other activities appeared to influence the study. The researcher also

assures that the design is free of undue inducements to participate in a research.

Deceit. In the purpose and objectives of the study any deception about the goals

of the study is avoided by remaining to what has been discussed and written in the

consent form concerning the nature of the study and the benefits as well as risks that the

participants may face. Hence, this study was honestly answered.

Authorship. An author statement contribution was drafted and the researcher was

recognized the contribution of all persons who have assisted and assisted throughout the

course of the study in the acknowledgment section.

19
 Chapter 4

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

This chapter deals with the presentation, analysis, and interpretation of data

collected in the study.

Table 1 Level of Barriers to Students’ Online Learning

Indicators SD Mean Descriptive Level
Environmental factors 0.71 2.85 Moderate
Aspect of Using Gadgets 0.80 2.67 Moderate
Elements of Course 0.83 2.71 Moderate
Elements of Teaching 0.78 2.29 Low
Interaction 0.78 3.32 Moderate
Overall 0.58 2.77 Moderate
Legend: 4.50-5.0(Very high) 3.50-4.49 (High) 2.50-3.49(Moderate) 1.50-2.49(Low) 1-1.49(Very low)

Shown in table 1 is the data on the level of barriers to students' online learning.

The result revealed that Interaction had the highest mean of 3.32 with the descriptive

level "moderate"; while elements of learning support services had the lowest mean of

2.29 with the descriptive level "low". Environmental factors had the mean of 2.85 with

the descriptive level "moderate"; aspect of using gadgets with the mean of 2.67 with the

descriptive level "moderate"; and elements of courses and teaching had the mean of 2.71

with descriptive level “moderate". This result verified that element of learning support

services is not a barrier to students' online learning.

 Furthermore, some studies stated that distance education affects the learning of

the students (Brazendale, et al., 2017). In addition many students relied on their gadgets

like smartphones and tablets for internet access and attending classes (Anderson &

Horrigan, 2016) alternatively extra luxurious units such as laptops. In this new normal

environment, education is in all places where students are independent to gain their

learning and collaborate to the teachers and students” (Singh & Thurman, 2019)

Table 1.1 Level of Barriers to Students’ Online Learning in terms of Environmental

factors.
Statement SD Mean Descriptive Level
1. The internet fees are too much expensive for 0.96 4.14 High
me as students.
2. My parents or guardian does not support on 1.05 1.73 Low
my studies in the online classes.
3. I don’t have much time to attend on my online 1.15 2.83 Moderate
classes because of my busy work.
4. My time is not enough for online learning 1.02 2.69 Moderate
studies because of my family responsibilities.
Overall 0.71 2.85 Moderate
Legend: 4.50-5.0(Very high) 3.50-4.49 (High) 2.50-3.49(Moderate) 1.50-2.49(Low) 1-1.49(Very low)

Environmental Factors

Shown in table 1.1 is the data on the levels of barriers to students' online learning

in terms of environmental factors. The result revealed that

the statement “internet fees are too much expensive for me as a student” had the highest

mean of 4.15 with the descriptive level "high"; while the statement "my parents or

guardian does not support on my studies" had the lowest mean of 1.73 with the

descriptive level "low". The majority of the respondents moderately agreed that an

environmental factor can affect the learning of students in online learning modality. This

means that an environmental factor is a barrier in students’ online learning.

22
 Furthermore, Kemp and Grieve (2014) made studies on two exceptional

organizations of psychology college student’s work to do during the normal lecture room

and e-learning courses. A college students are greater comfortable in type discussions

with instructors and their friends in the study room rather than in online. In addition,

social aid had the big effect to the usefulness of new normal learning. Family, peers, and

instructors furnish a favorable and encouraging ecosystem in the direction of e-learning

instructions (Anderson & Grönlund, 2009).

Table 1.2 Level of Barriers to Students’ Online Learning in terms of Aspects of using
gadgets to study.
Statement SD Mean Descriptive Level
1. I do not have gadgets for my online classes. 1.13 2.44 Low
2. I don’t have gadgets to make it much easy to attend 1.03 2.25 Low
online classes.
3. I can’t connect on the internet during online math 0.96 2.97 Moderate
classes and specially in searching for tutorials.
4. My technological operation skills are insufficient to 0.98 3.22 Moderate
solve math problems using gadgets in online class.
5. I cannot use the internet to find a guide for my solving 1.05 2.80 Moderate
problem.
6. I am innocent with the use of gadgets to collaborate 1.06 2.34 Low
with my classmates online.
Overall 0.80 2.67 Moderate
Legend: 4.50-5.0(Very high) 3.50-4.49 (High) 2.50-3.49(Moderate) 1.50-2.49(Low) 1-1.49(Very low)
Aspects of using gadgets to study

Shown in table 1.2 is the level of barriers to students' online learning in terms of

aspects of using gadgets to study. This revealed that statement "My technological

operation skills are insufficient to solve math problem using gadgets" had the highest

mean of 3.22 with the descriptive level of "moderate" and statement "I don’t have

gadgets to make it much easy to attend online classes" had the lowest mean of 2.25 with

the descriptive level of "low". Respondents moderately agree with the overall mean of

2.67 that an aspect of using gadgets to study is a barrier in their learning. The result

means that an aspect of using gadgets to study is a barrier to students' online learning.
23
 Results guide to the study about the use of technology tools and the Internet is at

its easiest process and predicted to expand as e-learning tools turns to its greater

accessibility, in particular for technology users in growing places (Poushter, 2016). In

addition, many students are relying on their gadgets like smartphones and tablets for

internet access and attending classes (Anderson & Horrigan, 2016) alternatively extra

luxurious units such as laptops. Somehow, COVID-19 pandemic transform the normal

class into online class which have compelled learners in adopting the multimedia tolls for

education (Khan et al., 2017; Zhan et al., 2020)

Table 1.3 Level of Barriers to Students’ Online Learning in terms of Elements of

Courses and teaching.
Statement SD Mean Descriptive Level
1. The learning content does not meet my needs in online 1.03 2.75 Moderate
classes.
2. Course content on the mathematics subject is hard to 1.03 2.75 Moderate
understand and becomes a barrier for me.
3. Teaching equipment are not enough for student to learn. 1.15 2.56 Moderate
4. Examination in mathematics online is not suitable for 1.23 2.73 Moderate
learners.
5. There is a little interaction during online classes between 0.96 3.20 Moderate
instructors and students.
6. The instructors are lack of teaching skills/knowledge in 1.10 2.27 Low
teaching mathematics.
Overall 0.83 2.71 Moderate
Legend: 4.50-5.0(Very high) 3.50-4.49 (High) 2.50-3.49(Moderate) 1.50-2.49(Low) 1-1.49(Very low)

Elements of courses and teaching

Shown in table 1.3 is the data on the levels of barriers to students' online learning

in terms of elements of course and teaching. This revealed that statement which states

"there is a little interaction during online classes between instructors and students" had

the highest mean of “3.20” while the lowest is the statement which state "the instructors

24
are lack of teaching skills/knowledge in teaching mathematics online" where the

respondents disagree with the mean of 2.27.

The result means that an element of course and teaching is a barrier to students'

online learning. According to (Dunbar, 2004; Jagger et.al, 2013) online courses is fit to

used technology in learning it. Some students accept as true with the layout of the course

challenges or influences scholar success. Significantly, Osgerby (2013) noted that

learners had tremendous perceptions of blended gaining knowledge that they preferred

traditional learning way of teaching. In fact, in terms of interactive environment

interacting and collaborating with on another is needed (Mnyanyi et al., 2009;

Thamarana, S., 2016).

Table 1.4 Level of Barriers to Students’ Online Learning in terms of Elements of

learning support services.
Statement SD Mean Descriptive Level
1. I am shy in asking help form instructor during online 1.22 3.00 Moderate
learning when I have difficulties on solving a problem.
2. I have low satisfaction with the services given by the 1.07 2.39 Low
faculty online.
3. The instructor is impatient to teach students online. 1.01 2.10 Low
4. The instructors cannot give immediate feedback to the 0.94 2.27 Low
question ask by the students online.
5. In online learning, instructors answers the question 0.86 1.69 Low
incorrectly.
Overall 0.78 2.29 Low
Legend: 4.50-5.0(Very high) 3.50-4.49 (High) 2.50-3.49(Moderate) 1.50-2.49(Low) 1-1.49(Very low)

Elements of learning support services

Shown in table 1.4 is the data on the level of barriers to student online learning in

terms of elements of learning support services. The result revealed that the majority of

the respondents disagreed that learning support services with the overall mean of 2.29

25
and descriptive level "low" is not a barrier for them. This means that an element of

learning support services is not a barrier to students' online learning.

In particular, a technology-based environment In a technology-based

environment, educational editing, online guidance, content material structure, and

collaboration tools can be used to make studying grounds wherein learners can interact

and collaborate with their instructor to gain more knowledge (Noroozi et al., 2012). Thus,

DLM provides a huge range of academic opportunities, which cannot be achieved via

normal face-to-face mastering and instruction (Kalyuga & Liu, 2015).

Table 1.5 Level of Barriers to Students’ Online Learning in terms of Interaction.

Statement SD Mean Descriptive
Level
1. It has a big influence on my study that I had low chances to 1.01 3.85 High
learn with my instructor and co-students.
2. It has little chance to learn word problem/mathematics under the 1.24 3.24 Moderate
supervision of instructors online.
3. I fell alone when I learn math online. 1.15 3.22 Moderate
4. I felt sad when I learn math online. 1.18 3.10 Moderate
5. I am enthusiastic on learning math problem during interaction 1.10 3.17 Moderate
with my co-students online.
Overall 0.78 3.32 Moderate
Legend: 4.50-5.0(Very high) 3.50-4.49 (High) 2.50-3.49(Moderate) 1.50-2.49(Low) 1-1.49(Very low)

Interaction

Shown in table 1.5 is the data on the level of barriers to students' online learning

in terms of interaction. The result revealed that the majority of the respondents answered

the descriptive equivalent of "Moderately agree" and agree on the statement " It has a big

influence on my study that I had low chances to learn with my instructor and co-

students.” with the highest mean of 3.85 and the descriptive level of “high”.

26
 This means that Interaction is a barrier to students' online learning. Thus, find out

about the college students that they valued the most of interaction with faculty and their

co-learners (Sher’s, 2009). In addition, Berge (1999) state that advantages of

interpersonal interaction: “When college learners had the chance to interact with their

instructor and co-learners they had big chances to understand the content of the course

and enhance their skills and abilities in terms of solving and clearly understand what

teacher is teaching all about”.

Table 2 Level of Students’ Math Performance

SD Mean Descriptive Level
Students’ Math Performance 0.25 2.00 Good
Legend: 1-1.25(Excellent) 1.5-1.75(Very Good) 2-2.25(Good) 2.50-2.75(Fair) 3.0(Passing)

Shown in table 2 is the data on the level of students' math performance with the

Mean of 2.00 and standard deviation of 0.25. This revealed that students had the Good

performance on their study during online learning modality.

In addition, many students have been viewed underachievers in mathematics (Ali

et al., 2010). Students’ performance in mathematics did not coincide in their learning

capabilities even they are above average. Some factors is being influenced that makes

student failed to gain more knowledge in mathematics (Suan, 2014).

Table 3 Significance on the influence of the Barriers to Students’ Online Learning on

their Math Performance.
Indicators B β Sig.
(Barriers to Students’ (Standardized (Unstandardized
Online Learning) Coefficients) Coefficients) T
Environmental factors 0.548 0.226 2.390 0.020
Aspects of using 0.222 0.082 0.820 0.416
gadgets to study

27
Elements of courses 0.343 0.130 1.158 0.252
and teaching
Interaction 0.515 0.196 2.194 0.033
R= .374 R = .140
2
F= .1.723 P-value= .145
Significance at 0.05 level

Shown in Table 3 is the acceptance of the null hypothesis of the study which

states that "there is no significant influence of barriers to students' online learning on their

math performance" since the linear regression analysis showed an F-value of 1.723 and a

p-value of 0.145. Furthermore, the R-square value of 0.140 suggested that 14% of the

students’ performance in mathematics was attributed to the barriers to students’ online

learning. In addition, results indicated that among the indicators of barriers to students’

online learning, there are two indicators that had significant influence; first is

environmental factor (t-value=2.390; p-value=0.020), with four statements “the internet

fees are too much expensive for me as a student’s” with has the highest mean of “4.14;”

my parents or guardian does not support on my studies” with the lowest mean of “1.73”,

and the other two statements; “ I don’t have enough time to attend on my classes due to

my busy work” with the mean of “2.83”, “I don’t have much time for studies because of

my family responsibilities” with the mean of “2.69”. The second indicator is interaction

(t-value=2.194; p-value=0.033) with five statements; “It has a big influence on my study

that I had low chances to learn with my instructor and co-students.” with the highest

mean of “3.85”, “I fell lonely when I study online” with the lowest mean of 3.10, and the

other three statements; “It has a little chance to learn word problem/mathematics under

the supervision of instructors” with the mean of 3.24, “I fell at a loss when I study

online” with the mean of 3.22, “I am enthusiastic in learning math problem during

interaction with my co-students” with the mean of 3.17. This means that only two
28
indicators (environmental factors and interaction) significantly influenced the students’

math performance.

Results aided to the study that the learners will work extra independently in the

way of new normal learning, they can obtain new abilities to solve and answer, wherein,

teachers were affected by the new ordinary which may take them to be more creative and

think of high-quality way in educating online classes (G. Basilaia and D. Kvavadze,

2020). Moreover, learning of the learners are being affected of this factors the ‘family

responsibilities’ and ‘time management’, they cannot focused in their studies because of

these challenges (Cohen, Stage, Hammack, & Marcus, 2012). It was additionally cited

the main reasons why learners commit drop-out and withdraw in their schooling are the

family issue, lack of support, and depression. (Packham, Jones, Miller, & Thomas, 2004).

Additionally, the family, work load, time management, and slow learning learners made

learner withdraw in an online instruction (Thompson, 2004).

29
 Chapter 5

SUMMARY, FINDINGS, CONCLUSION, AND RECOMMMENDATIONS

This chapter presents the most important aspects of the study, summary, findings,

conclusion and recommendation.

Summary

The purpose of this study is to determine the level of barriers in online learning to

students' math performance. This study would be the basis for improving students’ skills

especially on how to use technology in learning math. For math teachers, it would

improve their teaching style in online classes, and for future researcher, it will help them

discover key areas in education process during online modality. The respondents of this

study were all the second year to fourth year mathematics students of the College of

Education CFCST main campus where a survey type questionnaire was administered

through Google form. Mean and regression was used to know the level and the

significant influence of the barriers in online learning modality.

This study anchored to the theories of constructivism by Jean Piaget.

Furthermore, independent variables “barriers in online learning” that had 5 indicators

(Environmental factors, aspects of using gadgets to study,

elements of courses and teaching, elements of learning support services, and interaction)

while the dependent variables is “students’ mathematics performance”. In the conduct of

the study, the researcher made sure that appropriate research guidelines were followed

and research ethics was considered.

Findings

As the statistical evaluation is done the study formulated the following findings;

1. Based on the mean distribution in the level of barriers to students' online

learning only the elements of learning support services is not a barrier with the mean of

2.29 and descriptive level "low". Furthermore, the other four indicators had the

descriptive level "moderate", environmental factors with the mean of 2.85, aspects of

using gadgets to study with the mean of 2.67, elements of courses and teaching with the

mean of 2.71, and interaction with the mean of 3.32.

2. It was found that students have a good performance in mathematics during

online learning.

3. There is no significant influence of barriers on students' online learning.

However, results indicated that among the five indicators there are two indicators

(environmental factors and interaction) which significantly influence the students' math

performance.

Conclusion

Based on the result of the study, the researcher concluded the following;

33
 1. The students have advantages and disadvantages in an online learning

modality; therefore, barriers to online learning moderately affect the students' online

learning.

2. The students performed good in mathematics during online learning modality.

3. Only environmental factors and interaction significantly influence the math

performance of the students. The focus of students in online modality is affected by these

indicators, in fact, students mostly learn during face-to-face classes than online classes.

Recommendation

Based on the findings and conclusion of the study, the following

recommendations are hereby presented;

1. Mathematics teachers should establish effective communication

between them and students to motivate them to learn during online classes

2. Parents should support their children’s needs in their online classes.

3. In addition, it is recommended to implement the face to face classes, since

interaction is a barrier to the students' learning that influence their math performance

during online modality. If face to face is no longer available mathematics teachers

should employ strategic way for students not to feel bored during online learning. In

addition, those strategies must encourage the students that learning math online is not

difficult as they think.

34
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