Effects of School Proximity on Students’ Performance in Mathematics

Peteros, Emerson D.; Ypil, Shiela C.; Vera, John V. De; Alcantara, Gerly A.; Fulgencio, Margie D.; Plando, Dennis B.; Peconcillo, Larry B.

doi:10.4236/jss.2022.101028

Cited by 9 publications

(9 citation statements)

References 13 publications

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“…Overall, there is a positively very low non-significant correlation (rs = 0.069, α = 0.365) between respondents' perceptions of TAI their academic performance in performance tasks. Accept Ho2 Not Significant The findings of the previous studies [77,78,79] were parallel with the findings of the current study in emphasizing the need to carefully evaluate the impact of technology-aided instruction on various aspects of academic performance, including performance tasks. The findings can inform the development and implementation of effective online education strategies, considering the diverse needs and contexts of learners and teachers.…”

Section: Correlation Between the Perceptions Of Respondents On Tai An...supporting

confidence: 79%

Technology-Aided Instruction as Perceived by Indigenous Learners and Their Academic Performance: Bases for Implementing Enhanced Technology-Based Teaching Instruction

Lacuesta Cabling

2024

IJEHSS

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This study determined the impact of technology-aided instruction (TAI) on academic performance among 126 indigenous learners in Cabangan District, Schools Division of Zambales during the School Year 2023-2024. Employing a quantitative descriptive design and a researcher-developed questionnaire, data collected formed the bases for an enhanced instructional plan geared towards technology-based teaching to improve academic outcomes. Findings revealed that most indigenous learners, aged 11, predominantly female, with families earning P19,999 or less monthly, and spent less than an hour studying at home. Learners, guided by high school graduates, showed positive outcomes, demonstrating engagement, access to resources, individualized pacing, and real-world skills development. Notably, they exhibited very satisfactory academic performance in written works, performance tasks, and quarterly assessments. Perceptions of TAI significantly differed among indigenous learners based on age, monthly family income, and learning facilitators' educational attainment, with a rejection of the null hypothesis. A low yet positive correlation linked learners' perceptions of TAI with academic performance in written works and quarterly assessments, leading to the null hypothesis rejection. An enhanced instructional plan is proposed to implement technology-based teaching, aiming to boost academic performance. Recommendations included sustained learner engagement, active participation, access to resources, and mastery of real-world skills. Institutions are advised to ensure continued access to TAI, implement regular assessments and feedback mechanisms, and offer tailored programs addressing individual needs. Learners are encouraged to recognize the positive correlation between their perceptions of TAI and academic performance. Educational institutions should foster an environment encouraging positive perceptions, emphasizing learning engagement, resource access, individualized pacing, and real-world skills development. Active learner participation in the instructional plan, with continuous feedback and adaptability, promises refinement over time.

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Section: Correlation Between the Perceptions Of Respondents On Tai An...supporting

confidence: 79%

Technology-Aided Instruction as Perceived by Indigenous Learners and Their Academic Performance: Bases for Implementing Enhanced Technology-Based Teaching Instruction

Lacuesta Cabling

2024

IJEHSS

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“…They also believed that there are factors that could affect their learning while engaging in these two modalities. However, Peteros et al (2022aPeteros et al ( , 2022b found that the SLM did not decrease that students' ability to learn away from school. Bordeos (2021) explored the 100 grade 10 students' attitudes towards implementing the MDL and their perceptions of its effects on their learning and engagement compared to face-to-face learning.…”

Section: Related Researchmentioning

confidence: 97%

“…In MDL, students are left alone while studying the module's contents, which could challenge them, particularly in the subjects they consider challenging to learn. Students often consider mathematics a complex subject despite their awareness of its application in life (Malik, 2012;Peteros et al, 2022aPeteros et al, , 2022b. Nonetheless, students who like the subject tend to explore further if they find that their understanding of the discussion in the module is insufficient.…”

Section: Introductionmentioning

confidence: 99%

Teacher education students’ assessment of modular distance learning during the COVID-19 pandemic

Peteros

2022

WJET

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This research investigated the teacher education students’ assessment of modular distance learning (MDL) during the coronavirus disease 2019 pandemic using a descriptive comparative research design. There were 295 respondents who are taking up Bachelor of Secondary Education major in Mathematics in a state university. The respondents were identified using stratified random sampling. They answered a four-part survey questionnaire that assessed their profile, perception, benefits and challenges they encountered while learning through MDL. The results showed that they have a positive perception of MDL. At the same time, they found this modality to be beneficial. However, they often encountered the challenges that MDL brings. Moreover, there is a significant difference in the students’ perception, benefits and challenges that MDL brings when grouped according to their year level. Thus, it is recommended that school administrators and teachers consider students’ diversity relative to their needs and provide other instructional support while students are engaging in MDL. Keywords: Benefits, challenges, modular distance learning, perception, teacher education students

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“…Other scholars have indicated that students' achievement is related to teachers' subject mastery (Istiqomah et al, 2019;Lawyer, 2019), salaries (García & Han, 2022;Yontz & Wilson, 2021), and social capital (Daly et al, 2020;Owan, Ekpenyong, et al, 2022). Parental involvement, socioeconomic background, community participation, security situation, radius per child, and enrolment per school have also been documented as impacting students' learning outcomes (e.g., Li & Qiu, 2018;Ntitika, 2014;Peteros et al, 2022).…”

Section: Introductionmentioning

confidence: 99%

Family and community inputs as predictors of students overall, cognitive, affective and psychomotor learning outcomes in secondary schools

Ekpenyong

Owan

Mbon

et al. 2023

JPR

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Effects of School Proximity on Students’ Performance in Mathematics

Cited by 9 publications

References 13 publications

Technology-Aided Instruction as Perceived by Indigenous Learners and Their Academic Performance: Bases for Implementing Enhanced Technology-Based Teaching Instruction

Technology-Aided Instruction as Perceived by Indigenous Learners and Their Academic Performance: Bases for Implementing Enhanced Technology-Based Teaching Instruction

Teacher education students’ assessment of modular distance learning during the COVID-19 pandemic

Family and community inputs as predictors of students overall, cognitive, affective and psychomotor learning outcomes in secondary schools

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