CENTRAL PHILIPPINES STATE UNIVERSITY

COLLEGE OF TEACHER EDUCATION

Kabankalan City, Negros Occidental
1

CHAPTER I

INTRODUCTION

As mandated in the CHED Memorandum Order No. 04 Series 0f 2020, Higher Educational

Institution (HEIs) have implemented proactive policies for the continuance of education despite

the closure (Chua et.al, 2020). Universities and institutions have adapted to the limitations

imposed by the pandemic and are poised to go online and face-to-face learning as alternate mode

of Education. As the implementation of the new mode of learning, students find themselves in a

new environment where some are better to adapting than others. There are students experience

difficulties like lacking of technologies used in online classes, in assessing the content and

distraction from the environment. Students’ perspective provides invaluable, first-hand insights

into their experiences and expectations (Falloon, 2012).

Additionally, student satisfaction is a multi-dimensional construct which Adler (2021)

define as a short-term attitude based on a student's perception of a student educational

experience. Importantly, the construct is not only concerned with actual performance, but also

actual performance relative to perceived performance and it is closely linked with the constructs

of learning satisfaction and learning effectiveness (Adler et al., 2021). As such, student

perceptions about what supports their learning and enables them to become effective learners is

closely linked to their perceptions of learning satisfaction. Wu et al. (2010) report that the

learning climate, which is influenced by interaction and student engagement, can significantly

affect student satisfaction.

 CENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATION
Kabankalan City, Negros Occidental
2

One potential problem that can be seen in the relationship between preparedness,

engagement, and satisfaction in learning mathematics is that there are students may not be

adequately prepared for their math lessons, which can lead to low levels of engagement and

satisfaction. This can happen for a variety of reasons, such as a lack of access to quality math

education, inadequate support and resources, or a lack of interest or motivation. When students

are not well prepared, they may struggle to understand and retain the material, which can lead to

frustration and a lack of interest in the subject. This can result in low levels of engagement and

satisfaction, which can ultimately impact their overall learning and achievement in math.

Because of those circumstances, researchers want to find out on how prepared, engaged

and satisfy the students in learning mathematics after new normal. At this point, it is important to

find out student’s viewpoint regarding this new normal whether the students see new mode of

learning as an opportunity or a challenge and it would be interesting point to explore.

Theoretical Framework
 CENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATION
Kabankalan City, Negros Occidental
3

To deepen and expand understanding, this study will be anchored to the following theories

such as:

Theory of preparedness that was developed by Edward Lee Ted Thorndlike. According to

Culatta (2022). The Law of preparedness describes the circumstances in which a learner invites

or declines the object of his or her learning. Readiness means a preparation of action. It states

that learning takes place only if the student is willing to learn. It emphasizes that a learner must

be prepared and in good shape in order to learn successfully. The preparation should be

psychological and physical (Bajiya,2012). Physical preparedness means that the learner is not

sick and psychology preparedness means that the learner is not suffering from mental illness or

other illnesses.

Social development theory also known as Vygotsky’s theory. The theory will emphasize

the active engagement. The student would take an active role in his/her education. This would

mean that teachers and students would work together in order to promote collaborative learning

(Kurt, 2020). Engagement takes place when a student will engage his/her self in participating to

the class during online and face-to-face classes.

The learning satisfactory theory is originated from the customer satisfaction theory, which

is advanced by Cardozo (1965) as cited by Mia et al. (2022). Learning satisfaction is the impact

of the processes which have taken place during the teaching and learning sessions participated by

the students. Several studies have been conducted to measure the level of students satisfaction in

traditional and online environment (Dziuban,Wang, and Cook(2016) concluded that students

were more likely to evaluate courses and instructors with satisfactory ratings if they engaged and

encouraged effectively.
 CENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATION
Kabankalan City, Negros Occidental
4

These theories show how these learning strategies serves a purpose on the students. Thus,

this study will identify the level of preparedness, engagement and satisfaction of junior high

school students in learning mathematics, and determine whether or not there is a significant

linear relationship between the level of preparedness, engagement and satisfaction.

Conceptual Framework

Based on the three theories being anchored to this study, namely the Theory of

Preparedness by Edward Lee Ted Thorndike, Theory of Engagement by Vygotsky and Theory of

Satisfaction by Cardozo. The research study aims to investigate multifaceted aspects of students’

educational transitions in the context of ‘new normal’. Specifically, the study focuses on

students’ preparedness, engagement and satisfaction with regards to learning mathematics in this

transformed educational landscape.

In the case of this study, the independent variables were the preparedness which includes

physical and psychological preparedness. Meanwhile, the engagement and satisfaction are

considered as the dependent variables of the study.

Independent Variable Dependent Variable

 CENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATION
Kabankalan City, Negros Occidental
5

Engagement

Preparedness

 Physical

 Psychological

Satisfaction

Figure 1. Schematic Diagram of the Conceptual Framework

 CENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATION
Kabankalan City, Negros Occidental
6

Statement of the Problem

This study aims to determine the level of preparedness, engagement and satisfaction on

learning mathematics and show how these three concepts relates each other. Specifically, this

study seeks to provide answers to the following questions such as:

1. What is the extent of preparedness of the Junior high students in learning mathematics?

2. What is the extent of engagement of the Junior high students in learning mathematics?

3. What is the extent of satisfaction of the Junior high students in the learning

mathematics?

4. Is there a significant linear relationship between the level of preparedness, engagement

and satisfaction?

Hypotheses

There is no significant linear relationship between the level of preparedness, engagement

and satisfaction in learning mathematics.

 CENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATION
Kabankalan City, Negros Occidental
7

Scope and Limitation

The study will focus on the student’s level of preparedness which categorized into two

parts namely Physical and Psychological preparedness, engagement and satisfaction in learning

mathematics using face to face classes after new normal. The study will be conducted at the

Kabankalan National High School, Barangay 8, Kabankalan City, Negros Occidental. The

respondents of the study will randomly select from grade 7 up to grade 10 students who enrolled

in academic year 2023-2024. The researchers will be using a descriptive correlational research

design utilizing a research-made survey questionnaire to gather the data needed to answer the

question formulated in the study in relation to their level of preparedness, engagement and

satisfaction towards learning mathematics.

 CENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATION
Kabankalan City, Negros Occidental
8

Significance of the Study

The result of the study would be a great help to the following:

School Administrator. The result of the study will serve as a guide to the school administrators

to employ enhancement programs to motivate students learning, they can advise to teachers to

monitor on upgrading communication practices and attitude for effective online and face to face

instruction.

Principal. The result of this study would guide the dean as this would serve as the holistic

assessment to the students learning. Thus, this would point specific areas for improvement that

needs further focus.

Math Instructors. The findings of this study will guide math instructors to select an appropriate

mode of learning in teaching mathematics through hybrid learning (online and face-to-face

learning). This will give them knowledge and guidance on the techniques to be employed,

strategies to be used and methods that would strengthen the delivery in teaching math.

Pre service Math Teacher. This study is important to students. Hence, they will realize the

significance of preparedness and engagement in every activity in their hybrid learning.

Future Researchers. The result of this study will provide future researchers with insights for it

can give them basics to conduct further studies on the educational transition towards new

normal. This will serve as reference when they may be conducting the same study.
 CENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATION
Kabankalan City, Negros Occidental
9

Definition of Terms

To fully understand the term used in the study, the conceptual and operational definitions are

provided below.

Engagement. Conceptually, the state of being engaged. (Schaufeli, 2013)

Operationally, this term refers as the level of attention, enthusiasm, and passion

that student’s show, which extends to the level of motivation they have to learn and succeed in

their education.

New Normal. Conceptually, the dilemma as it exists currently now after a significant event. Of

what takes the place of the anticipated, customary, or usual state after an event. (Corpuz, 2021)

Operationally, it ensures that learners will be able to continue their educational

journey at home, social distancing and wearing facemasks.

Physical Preparedness. Conceptually, the state of willingness to learn depends on factors such

as physical ability, task complexity, health status, gender and environmental influences.

(Studeersnel, 2023)

Operationally, it refers on how prepared the learners in terms of his/her

physical aspect.

Psychological Preparedness. Conceptually, it refers to the existing knowledge base of the

learner and the level of learning ability.

 CENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATION
Kabankalan City, Negros Occidental
10

Operationally, this term refers to the degree of readiness in

terms of the learner’s psychological aspect.

Preparedness. Conceptually, the state of being fully prepared for something. (Blyth, 2015)

Operationally, it refers to the degree of readiness or preparedness of the

mathematics students on mathematics learning.

Satisfaction. Conceptually, the quality or state of being satisfied. (Rampton, 2017)

Operationally, this term refers on how satisfy the respondents to the new normal

mode of learning.
 CENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATION
Kabankalan City, Negros Occidental
11

CHAPTER II

REVIEW OF RELATED LITERATURE

The literature and studies related to the present investigation were reviewed in this chapter.

The concept and ideas that provides a background of this research is likewise included.

Preparedness

There have been a number of prior studies on how prepared students are for new normal

Before introducing the new mode of learning, the government and society must first

undertake some preparations, according to Nugroho et al. (2020). Government agencies and

the general public are required to prepare human resources, facilities, infrastructure, permits,

and consecutive rounds of COVID-19 immunization. Second, according to Nissa and

Haryanto (2020), face-to-face learning can be conducted during the Covid-19 season by

developing lesson plans that are tailored to pandemic conditions, putting an emphasis on

material delivery, conducting assessments and evaluations in accordance with the current

environment, and adhering to health protocols. In spite of the restricted time available, face-

to-face instructional activities continue as usual. Obeying governmental directives.

Additionally, learning should be determined whether the offline lectures at UKDW

SSSYogyakarta are as disease-free as possible, according to Sudharsono and Bawole (2020).

Upon inspection, it was found that the studio rooms still need to be altered in order to meet

other pertinent needs and customary health standards. Fourth, according to Limbong et al.
 CENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATION
Kabankalan City, Negros Occidental
12

(2021), SMK Negeri 2 Toraja Utara was not fully prepared for face-to-face learning since

some instructors were absent and few parents attended the meeting to create the process for

choosing face-to-face learning. Fifth, according to Adawiyah et al. (2021), the MI Attanwir

institution does a great job of educating students to learn in the new normal period. This may

be recognized from three things: the learning educational institutions and the teachers’

prepared techniques; the learning strategies used; and the government’s implementation of

health protocols. Sixth, according to Pattanang et al. (2021), Tagaria Rantepao Christian

Vocational School planned a number of initiatives relating to in-person instruction, including

1.) Vaccinate all academic staff and educators in the schools.

2.) Enhancing the defenses of students, teachers, and other educational personnel

3.) Infrastructure and facilities should be ready in accordance with health regulations.

Seventh, Shaleh and Anhusadar (2021) assert that applying health protocols established by the

government, including central and local governments, will prepare PAUD institutions for

face-to-face learning after COVID-19. Lastly, Manik (2021) explains that SMPN 2 Siberut

Utara was prepared in accordance with health protocols, including the requirement that both

students and teachers wear mask, both cloth and surgical mask in the classroom environment ,

wash their hands with soap in the space provided, check their body temperatures, maintain a

safe distance between students in the classroom by arranging their seating in accordance

determined or outside of teaching and learning activities while maintaining a distance, and the

existence of the SMPN 2 Siberut Utara Health Center. Athaillah et al. ninth (2021) cite the

advantages that Taruna Al-Qur’an Putri Islamic Boarding School A health protocol that
 CENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATION
Kabankalan City, Negros Occidental
13

makes reference to governmental regulations concerning the provisions and rules on how

face-to-face instruction should be implemented in Islamic boarding schools (Fitria, 2022).

Psychological Preparedness

Psychological preparedness to the school includes the close and confidential relations of

the child with the peers and teachers, verbal expression of the needs and feelings,

participation to the activities. Preparedness for learning means that a student is prepared for

learning, including the circumstances and environmental factors. Students with low

motivation to learn may be burdened by difficult personal situations and diminished

emotional or physical maturity (Halmatov, 2018).

Moreover, one of the purposes of education is to prepare students for future jobs. The

concept of student preparation has been explored in various studies. However, these studies

define the above concepts differently, with varying emphasis on the psychological state,

abilities, and socioeconomic resources of students. From a psychological perspective, student

readiness refers to the sense that a student has the knowledge and skills necessary for future

events and situations. This concept of psychological preparation has been studied in a variety

of educational contexts. Research into online learning shows that student readiness is highly

influenced by technology exposure and personal characteristics such as empowerment and

initiative. A student's online learning success depends on commitment and personality traits.

The above studies show that student readiness encompasses the student's self-concept or

self-efficacy, as well as beliefs and self-evaluations about events developed based on past

experiences (Somashekar, 202).

 CENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATION
Kabankalan City, Negros Occidental
14

Engagement

Less “sage on the stage” and more learning through doing are how we describe student

involvement as a constructivist method of teaching and learning (Scales, 2019).

One of the “best practice” principles in undergraduate education is the act of engaging

students. Examples of this include creating cooperative team assignments, encouraging active

learning, offering multiple opportunities for spending time on the material, and respectfully

welcoming the talents and ideas of all learners. We believe the following five initiatives,

which were implemented during the COVID-19 pandemic, should be included in this best

practice. (Glantz, Gamrat et al., 2021)

The effectiveness of online learning primarily depends on the level of student

engagement, and a lack thereof is detrimental to the overall process. The 21st century offers a

variety of technological advancements, which may significantly improve the process of

learning if implemented correctly. The concept of online learning is widely examined and

implemented nowadays, especially amid the Covid-19 pandemic. Paulsen and McCormick

(2020) say that online learning shows the fastest growth rate in the United States. Ideally, a

high level of student engagement is guaranteed through their motivation to learn and

willingness to follow their teachers’ instructions, positively contributing to the learning

outcome (Gray & DiLoreto, 2016). On the other hand, Kahn et al. (2017) state that student

engagement in the online learning environment has been suboptimal, Moreover, the degree of

retention following such studies is reported to be lower compared to more traditional forms of
 CENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATION
Kabankalan City, Negros Occidental
15

education. Therefore, lack of student engagement is declining within online learning, and

there are multiple factors contributing to the development of this tendency.

Overall, there are several aspects that prevent student engagement in online activities from

reaching optimal levels. First, online learning commitment might be less of a priority for

students due to its nature of instruction being primarily independent (Kahn et al., 2017). Some

students are facing difficulties with learning asynchronously. This is in the sense that they

must be self-efficient with their studies to be independent with their learning. Indeed, when a

student is not present in the classroom, they are more likely to engage in other activities. As a

result, their level of attention toward the learning process may decrease and impede the

process. Regards studying, especially at the level of elementary and middle schools, is a

process of paramount importance, forming the individual’s personal and professional

competencies. Nevertheless, students usually experience online learning in their homes, as

opposed to at a childcare facility or another person’s home. As a result, a familiar

environment where other important or interesting tasks exist may distract them and lower

their engagement with the process.

Satisfaction

Course satisfaction is a crucial element of learning, much like social presence and

engagement. Many researchers argued that students’ satisfaction with online and in-person

courses was lower face-to-face contacts tend to increase satisfaction. According to

Gunawardena and Zittle claimed that interactions between students and teachers can enhance

satisfaction. According to Lo, pleasure has three components: satisfaction with the
 CENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATION
Kabankalan City, Negros Occidental
16

instructor’s guidance and encouragement, satisfaction with one’s own dedication to learning

as well as with the rules of the course. Numerous research projects have been carried out to

gauge the degree of students’ satisfaction in both offline and internet settings. However, this

research was limited to social presence and social contact, as well as the satisfaction metric,

were appropriate and conductive to behavior based on the history of participants. (Bali and

MC Liu, 2018).

One of the challenges of online learning relates to students’ learning experiences and

achievement. Sampson et al. (2012) stated that students’ satisfaction and outcomes are good

indicators for assessing the quality and effectiveness of online programs. It is of concern for

institutions to know whether its students, in general, are satisfied with their learning

experience (Kember and Ginns, 2012). Another essential element for quality online education

is learner engagement refers to the effort the learner makes to promote his or her

psychological commitment to stay engaged in the learning process, to acquire knowledge and

build his or her critical thinking (Dixson, 2015). While there are different conceptualizations

of student engagement (Zepke and Leach, 2010) advocates of learning analytics tend to lay

emphasis on the analysis of platform access logs including clicks on learning resources when

it comes to students’ engagement in online learning (Rienties et al., 2018).

 CENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATION
Kabankalan City, Negros Occidental
17

CHAPTER III

RESEARCH METHODOLOGY

This chapter presents the research design, respondents of the study, sampling techniques

and procedure, research instruments, validity and reliability of the instrument, data gathering

procedure and data treatment.

Research Design

Descriptive correlational survey design is used. This design is appropriate and relevant

for this kind of the study since this study determines investigation before writing the research,

intending to describe the subjects, and results (Shields and Rangarjan, 2013). This method aims

to measure the level of preparedness, engagement and satisfaction in learning mathematics using

the new mode of learning as the face-to-face classes and relates how the three concepts connects

each other.

Respondents of the Study

The respondents of the study will be the grade 7 to grade 10 students of Kabankalan

National High School, who were officially enrolled during the school year 2023-2024.

The study will be using stratified random sampling technique. Stratified random sampling

technique is a method of sampling that involves the division of a population into smaller

subgroups known as strata (Hayes, 2022). In this study, each Junior High School students who

are officially enrolled in academic year 2023-2024 will be utilized to obtain a sample from each

stratum. After determining the number of samples, the researchers will be using the Sloven’s
 CENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATION
Kabankalan City, Negros Occidental
18

formula to integrate all strata respondents into one sample group. In picking the sample per

stratum, the researchers will be using the random generator to determine the member of the

samples to secure the fairness in picking the sample.

Table 1. The sample size determined using Slovin’s formula.

STRATA TOTAL POPULATION SAMPLE SIZE

GRADE 7 344 66

GRADE 8 363 74

GRADE 9 463 91

GRADE 10 464 91

TOTAL 1,634 322

Research Instrument
 CENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATION
Kabankalan City, Negros Occidental
19

The researchers will be using a researcher made questionnaire that based on several

sources. It consists of three main parts with a four-point scale which consisted 30 items that will

determine the students’ views on learning mathematics after new normal. The questionnaires will

be divided into three (3) main parts. The first part consisted a ten (10) item survey questions

about how the students prepared in learning mathematics and it has a two categories namely

physical and psychological preparedness. The second part is also another ten (10) item survey

questions concerning about how the students being engaged in learning mathematics. Lastly, it

would be a ten (10) item survey questions in determining how the students get satisfied on

learning mathematics.

Validity of the Instruments

In order to achieve the purpose of the study and to draw accurate conclusions, the validity

and reliability measures of the survey instrument will be use. The process will be ensured the

appropriateness, meaningfulness and usefulness when the data is gathered.

The research instrument will be subjected to validity test using face validity. Validity is the

extent in which it claims to measure (Cherry, 2021). Before conducting the questionnaire, the

researcher will undergo scrutiny and validation of the three expert jurors to make sure that the

self-made survey questionnaire bears all the necessary items that would have to be present to

facilitate an excellent study about the student’s preparedness, engagement and satisfaction in

learning mathematics. The validity level of the instrument will be rated based on Crates V. Good

and Douglas E. Scates face validity. Face validity is about whether the test appears to measure

what its’ supposed to measure (Bhandari, 2022).

 CENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATION
Kabankalan City, Negros Occidental
20

Reliability of the Instrument

To secure the reliability of the data internal consistency will be used, using Cronbach

Alpha. Reliability refers to the consistency of how a method measure something. A measurement

is considered reliable if it consistently yields the same results using the same method and under

the same circumstances (Mcleod, 2013).

Below is the scaling with its interpretation for the reliability of the instrument vie test of

internal consistency using the Cronbach’s Alpha:

Cronbach’s Alpha Internal Consistency

α≥ 0.9 - Excellent
0.9 ≥ α ≥ 0.8 - Good
0.8 ≥ α ≥ 0.7 - Acceptable
0.7 ≥ α ≥ 0.6 - Questionable
0.6 ≥ α ≥ 0.5 - Poor
0.5 ≥ α - Unacceptable

The Alpha coefficient of 0.929 is obtain, hence the result of the test showed that the items in

the questionnaire were consisted and considered as Excellent.

Data Gathering Procedure

In preparation for the conduct of the study the researcher will secure first a letter to be sent

to the Principal of Kabankalan National High School asking for the master list of the officially
 CENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATION
Kabankalan City, Negros Occidental
21

enrolled in academic year 2023-2024 to determine the exact number of samples of the

respondents, as well as the actual number of samples of the study utilizing the stratified random

sampling. After identifying the exact numbers of respondents, the researcher will be seeking an

approval for the conduct of the study from the Dean of Teacher Education and research

coordinator.

Before conducting the study, the researcher will give first a consent form to the students

that must be signed by their parent or guardian to have a legal document since the students are

minors. Thereafter, the period for the said conduct study will be demonstrated once the

respondents have been assessed.

The researcher will present the study’s goal and will directly instruct them on how the

survey will be answered and also ask them for their honesty and full cooperation for the success

of the research study.

Afterwards, when the questionnaires were done accomplishing by the respondents, it will

be ready for statistical treatment and analysis.

Data Treatment

The problem of this study will be analyzed and interpret using the appropriate statistical tool.
 CENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATION
Kabankalan City, Negros Occidental
22

Problem 1. What is the extent of preparedness of the Junior High School students in learning

mathematics?

Statistical Tool: Mean and standard deviation with corresponding interpretation were used to

determine the student’s preparedness in learning mathematics.

Scale Interpretation
4.21 – 5.00 Very Highly Prepared
3.41 – 4.20 Highly Prepared
2.61 – 3.40 Moderately Prepared
1.81 – 2.60 Slightly Prepared
1.00 – 1.80 Unprepared

Problem 2. What is the extent of engagement of Junior High School students in learning

mathematics?

Statistical Tool: Mean and standard deviation with corresponding interpretation were used to

determine the student’s engagement in learning mathematics.

Scale Interpretation
4.21 – 5.00 Very Highly Engaged
3.41 – 4.20 Highly Engaged
2.61 – 3.40 Moderately Engaged
1.81 – 2.60 Less Engaged
1.00 – 1.80 Not Engaged

Problem 3. What is the extent of satisfaction of Junior High School students in learning

mathematics?
 CENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATION
Kabankalan City, Negros Occidental
23

Statistical Tool: Mean and standard deviation with corresponding interpretation were used to

determine the student’s satisfaction in learning mathematics.

Scale Interpretation
4.21 – 5.00 Very Highly Satisfied
3.41 – 4.20 Highly Satisfied
2.61 – 3.40 Moderately Satisfied
1.81 – 2.60 Slightly Satisfied
1.00 – 1.80 Not Satisfied

Problem 4. Is there linear relationship between the level of preparedness, engagement and

satisfaction?

Statistical Tool: Pearson R is being used to determine the linear relationship between the level of

preparedness, engagement and satisfaction in learning mathematics after the new normal.

CHAPTER IV

RESULTS AND DISCUSSION

 CENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATION
Kabankalan City, Negros Occidental
24

This chapter presents the researcher’s findings and analysis of the data provided by the

respondents that has been collected during the procedure of the study.

Table 2. Preparedness of the Junior High School Students in Learning Mathematics

Level of Preparedness Mean SD Interpretation

1 I am physically prepared in learning mathematics 3.91 0.93 Highly Prepared

in the new normal.
2 I am physically prepared in solving math 3.66 0.96 Highly Prepared
problems.
3 I am prepared with my physical ability to 3.81 1.00 Highly Prepared
actively participate in mathematics discussions.
4 I believe that my physical health is well prepared 4.02 0.96 Highly Prepared
to support my over-all performance in learning
mathematics.
5 I am prepared with my physical movement and 3.77 1.00 Highly Prepared
manipulatives when solving mathematical
problems.
6 I am psychologically prepared for the new 3.91 0.89 Highly Prepared
normal learning environment in mathematics.
7 I am mentally prepared to adapt to the new 3.92 0.96 Highly Prepared
normal learning environment.
8 I am mentally prepared to actively participate in 3.80 0.97 Highly Prepared
mathematical activities.
9 I am mentally prepared to overcome distractions 3.82 0.96 Highly Prepared
and maintain focus in learning mathematics.
10 I am mentally prepared in facing difficulties in 3.91 1.05 Highly Prepared
understanding mathematics.
Preparedness as a Whole 3.85 0.58 Highly Prepared

Table 2 shows the extent of junior high school students’ preparedness in learning

mathematics. The mean extent of students’ preparedness as a whole was 3.85 with a standard

deviation of 0.58, which is interpreted as highly prepared. It implies that students were

psychologically and physically prepared in learning mathematics, solving math problems, to

 CENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATION
Kabankalan City, Negros Occidental
25

support their over-all performance in learning mathematics, to maintain focus in learning math,

in facing difficulties in understanding mathematics.

Table 3. Engagement of the Junior High School Students in Learning Mathematics

Level of Engagement Mean SD Interpretation

1 I am actively participating in discussions and 3.90 0.97 Highly Engaged

activities in learning mathematics.
2 I get involved and connected with the subject 3.77 1.00 Highly Engaged
matter when learning mathematics.
3 I always ask questions or ask clarifications when 3.62 1.15 Highly Engaged
I have questions related to the discussions.
4 I find myself actively contributing to class 3.81 1.07 Highly Engaged
discussions and sharing my thoughts or opinion.
5 I am engaging with my peers in learning 3.78 1.06 Highly Engaged
mathematics.
6 I like to collaborate with my classmates in terms 3.90 1.05 Highly Engaged
of activities and group projects.
7 I diligently work on my activities because I find it 3.88 1.00 Highly Engaged
enjoyable.
8 I find it interesting in answering mathematics 3.89 1.01 Highly Engaged
activities.
9 I am interacting with my math teacher in learning 3.82 1.09 Highly Engaged
mathematics.
10 I actively participate in the discussion, answering 3.90 1.05 Highly Engaged
exercise and/or clarifying things I did not
understand.
Engagement as a Whole 3.83 0.62 Highly Engaged

Table 3 shows the extent of junior high school students’ engagement in learning

mathematics. The mean extent of students’ engagement as a whole was 3.83 with a standard

deviation of 0.62, which is interpreted as highly engaged. It implies that students are actively

participating in discussions and activities in learning mathematics, get involved and connected
 CENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATION
Kabankalan City, Negros Occidental
26

with the subject matter, finding themselves actively contributing to class discussions and sharing

thoughts or opinion, engaging with peers, collaborate with classmates in terms of activities and

group projects, interacting with mathematics teacher in learning math and actively participating

in the discussions, answering exercises and clarifying things that they do not understand.

Table 4. Satisfaction of the Junior High School Students in Learning Mathematics

Level of Satisfaction Mean SD Interpretation

1 Solving math problems/activities makes me feel 3.79 1.09 Highly Satisfied

satisfied.
2 I am satisfied with the quality of math lessons 3.91 1.04 Highly Satisfied
during the New normal.
3 I am satisfied with the clarity of explanations 4.00 1.00 Highly Satisfied
provided by my teacher.
4 I am satisfied with the variety and relevance of 3.95 0.92 Highly Satisfied
Mathematical examples and exercises given by
our teacher.
5 I am satisfied with the support and assistance that 3.85 1.04 Highly Satisfied
I received when I encounter difficulties in
understanding mathematical concepts.
6 I am satisfied with the availability and usefulness 3.89 0.98 Highly Satisfied
of supplementary materials (online resources,
textbooks) for learning mathematics.
7 I am satisfied with my mathematics teacher in 4.03 0.91 Highly Satisfied
showing a positive and supportive learning
environment.
8 I am satisfied with the opportunities for 3.86 1.03 Highly Satisfied
collaborative learning that my teacher gives.
9 I am satisfied with my mathematics teacher on 3.85 1.06 Highly Satisfied
showing effectively addresses our individual
learning needs and adapt instruction accordingly.
10 I am satisfied with the level of social interaction 4.05 1.01 Highly Satisfied
and opportunities available in new normal
learning.
Satisfaction as a Whole 3.92 0.61 Highly Satisfied
 CENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATION
Kabankalan City, Negros Occidental
27

Table 4 shows the extent of junior high school students’ satisfaction in learning

mathematics. The mean extent of students’ satisfaction as a whole was 3.92 with a standard

deviation of 0.61, which is interpreted as highly satisfied. It implies that students are satisfied

when they can solved problems/activities, satisfied with the clarity of explanations provided by

the teacher, satisfied with the variety and relevance of the mathematical examples given by the

teacher, satisfied with the support and assistance that they received when they encounter

difficulties in understanding mathematical concepts, satisfied with the availability and usefulness

of supplementary materials (online resources & textbooks), satisfied with the mathematics

teacher in showing a positive and supportive learning environment and satisfied with the level of

social interaction and opportunities available after new normal learning.

Table 5. Linear Relationship Between the Level of Preparedness, Engagement and

Satisfaction
r- p-
Decision Conclusion
value value

Preparedness Engagement .706** .000 Reject Ho Significant

Preparedness Satisfaction .614** .000 Reject Ho Significant

Engagement Satisfaction .593** .000 Reject Ho Significant

Table 5 shows the linear relationship between the level of preparedness, engagement and

satisfaction. In accordance to preparedness, the determined r-value using Pearson R test is 0.706

level of significance which rejected the null hypothesis, and as to engagement the r-value is

0.614 level of significance which rejected the null hypothesis, and as to satisfaction the r-value is
 CENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATION
Kabankalan City, Negros Occidental
28

0.593 level of significance which rejected the null hypothesis. The P-value of the level of

preparedness, engagement and satisfaction is .000. This shows that the relationship between level

of preparedness, engagement and satisfaction are highly positive correlation. It implies that when

the preparedness is getting high therefore the engagement is getting high also and (vice versa),

when the preparedness is getting high the satisfaction is getting high also and (vice versa) and

when the engagement is getting high then the satisfaction will getting high also. The data shows

the confirmation that when the students are prepared, they get engaged and when they’re

engaged based on the interpretation they will be satisfied.

CHAPTER V

SUMMARY OF FINDINGS, CONCLUSION AND RECOMMENDATIONS

This chapter contains the summation of the findings, conclusions and recommendations

of the researcher for future uses.

 CENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATION
Kabankalan City, Negros Occidental
29

Summary of Findings

The following are the findings of the Student’s Preparedness, Engagement and

Satisfaction in Learning Mathematics After New Normal.

Among the three hundred twenty-two (322) students, it was discovered that the result

number one which is the level of preparedness was highly prepared. Result number two which is

the level of engagement was highly engaged and lastly, the result of the level of satisfaction was

highly satisfied.

Based on the given results, it was found out that there was significant highly positive

correlation between preparedness, engagement and satisfaction in learning mathematics.

Conclusion

In the light of the results, the researcher concluded that there is no significant linear

relationship between the level of preparedness, engagement and satisfaction in learning

mathematics. Thus, when the students are prepared therefore, they engaged and vice versa. And

when the students are engaged then they are satisfied. Based on these three phases, the level of

preparedness, engagement and satisfaction in learning mathematics is essential wherein before

they learn mathematics, they have to make sure that they are prepared. Prepared to face new

challenges in learning mathematics and they would be engaged so that they can determine

whether they will be satisfied or not.

Recommendations
 CENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATION
Kabankalan City, Negros Occidental
30

Based on the findings of the study and conclusions made by the researchers, the

following were recommended:

1. It is recommended for the School Administrator that shall

2. It is recommended for the principal that shall

3.
 CENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATION
Kabankalan City, Negros Occidental
31

SPSS Result

Correlations
Preparedness Engagement Satisfaction
**
Preparedness Pearson Correlation 1 .706 .614**
Sig. (2-tailed) .000 .000
N 323 323 323
**
Engagement Pearson Correlation .706 1 .593**
Sig. (2-tailed) .000 .000
N 323 323 323
Satisfaction Pearson Correlation .614** .593** 1
Sig. (2-tailed) .000 .000
N 323 323 323
**. Correlation is significant at the 0.01 level (2-tailed).

Means
Case Processing Summary
Cases
Included Excluded Total
N Percent N Percent N Percent
P1 323 100.0% 0 0.0% 323 100.0%
P2 323 100.0% 0 0.0% 323 100.0%
P3 323 100.0% 0 0.0% 323 100.0%
P4 323 100.0% 0 0.0% 323 100.0%
P5 323 100.0% 0 0.0% 323 100.0%
P6 323 100.0% 0 0.0% 323 100.0%
P7 323 100.0% 0 0.0% 323 100.0%
P8 323 100.0% 0 0.0% 323 100.0%
 CENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATION
Kabankalan City, Negros Occidental
32

P9 323 100.0% 0 0.0% 323 100.0%

P10 323 100.0% 0 0.0% 323 100.0%
Preparedness 323 100.0% 0 0.0% 323 100.0%

Report
P1 P2 P3 P4 P5 P6 P7 P8 P9 P10 Preparedness
Mean 3.91 3.66 3.81 4.02 3.77 3.91 3.92 3.80 3.82 3.91 3.853
N 323 323 323 323 323 323 323 323 323 323 323
Std. .926 .957 1.001 .957 .999 .894 .960 .967 .960 1.049 .5818
Deviation

Means
Case Processing Summary
Cases
Included Excluded Total
N Percent N Percent N Percent
E1 323 100.0% 0 0.0% 323 100.0%
E2 323 100.0% 0 0.0% 323 100.0%
E3 323 100.0% 0 0.0% 323 100.0%
E4 323 100.0% 0 0.0% 323 100.0%
E5 323 100.0% 0 0.0% 323 100.0%
E6 323 100.0% 0 0.0% 323 100.0%
E7 323 100.0% 0 0.0% 323 100.0%
E8 323 100.0% 0 0.0% 323 100.0%
E9 323 100.0% 0 0.0% 323 100.0%
E10 323 100.0% 0 0.0% 323 100.0%
Engagement 323 100.0% 0 0.0% 323 100.0%

Report
E1 E2 E3 E4 E5 E6 E7 E8 E9 E10 Engagement
Mean 3.90 3.77 3.62 3.81 3.78 3.90 3.88 3.89 3.82 3.90 3.828
N 323 323 323 323 323 323 323 323 323 323 323
Std. .965 .998 1.145 1.069 1.062 1.051 1.000 1.005 1.085 1.050 .6223
Deviation

Means
 CENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATION
Kabankalan City, Negros Occidental
33

Case Processing Summary

Cases
Included Excluded Total
N Percent N Percent N Percent
S1 323 100.0% 0 0.0% 323 100.0%
S2 323 100.0% 0 0.0% 323 100.0%
S3 323 100.0% 0 0.0% 323 100.0%
S4 323 100.0% 0 0.0% 323 100.0%
S5 323 100.0% 0 0.0% 323 100.0%
S6 323 100.0% 0 0.0% 323 100.0%
S7 323 100.0% 0 0.0% 323 100.0%
S8 323 100.0% 0 0.0% 323 100.0%
S9 323 100.0% 0 0.0% 323 100.0%
S10 323 100.0% 0 0.0% 323 100.0%
Satisfaction 323 100.0% 0 0.0% 323 100.0%

Report
S1 S2 S3 S4 S5 S6 S7 S8 S9 S10 Satisfaction
Mean 3.79 3.91 4.00 3.95 3.85 3.89 4.03 3.86 3.85 4.05 3.918
N 323 323 323 323 323 323 323 323 323 323 323
Std. 1.086 1.039 .995 .919 1.041 .981 .905 1.026 1.061 1.013 .6086
Deviation

Correlations
Correlations
Preparedness Engagement Satisfaction
**
Preparedness Pearson Correlation 1 .706 .614**
Sig. (2-tailed) .000 .000
N 323 323 323
**
Engagement Pearson Correlation .706 1 .593**
Sig. (2-tailed) .000 .000
N 323 323 323
** **
Satisfaction Pearson Correlation .614 .593 1
Sig. (2-tailed) .000 .000
N 323 323 323
 CENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATION
Kabankalan City, Negros Occidental
34

**. Correlation is significant at the 0.01 level (2-tailed).

(QUESTIONNAIRE)

Dear Respondents,

We, the fourth year Bachelor of Secondary Education major in Mathematics students of
Central Philippines State University are currently working on our research study entitled
“Students’ Preparedness, Engagement, and Satisfaction in Mathematics Learning After the
New Normal” as partial fulfillment of the requirements for the Research II of the Degree
Bachelor of Secondary Education.

In line with this, we would like to ask your valuable time and complete cooperation to find
out your opinion and viewpoint. Furthermore, the information acquired will used solely for
research reasons and rest confident in the study’s success.

Thank you very much and God Bless!

 CENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATION
Kabankalan City, Negros Occidental
35

Part I. Respondents Profile

Direction: Please fill out the needed information on the blank.

Name (Optional): Date:

Year level & Section: Age:

Part II. Students Preparedness, Engagement, and Satisfaction in Learning Mathematics.

Direction: Using the scale below indicate the extent to which you agree or disagree on each of
the following statement about your preparedness, engagement and satisfaction in learning
mathematics. Put a check (/) on the column that corresponds your answer on the given statement.
Legend:
5- Strongly agree
4- Agree
3- Neutral
2- Disagree
1- Strongly disagree
PART I. Preparedness (Physical Aspect) 5 4 3 2 1
 CENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATION
Kabankalan City, Negros Occidental
36

1. I am physically prepared in learning mathematics in the new

normal.
2. I am physically prepared in solving math problems.

3. I am prepared with my physical ability to actively

participate in mathematics discussions.
4. I believe that my physical health is well prepared to support
my over-all performance in learning mathematics.
5. I am prepared with my physical movement and
manipulatives when solving mathematical problems.
(Psychological Aspect)

1. I am psychologically prepared for the new normal learning

environment in mathematics.
2. I am mentally prepared to adapt to the new normal learning
environment.
3. I am mentally prepared to actively participate in
mathematical activities.
4. I am mentally prepared to overcome distractions and
maintain focus in learning mathematics.
5. I am mentally prepared in facing difficulties in
understanding mathematics.
II. ENGAGEMENT

1. I am actively participating in discussions and activities in

learning mathematics.
2. I get involved and connected with the subject matter when
learning mathematics.
3. I always ask questions or ask clarifications when I have
questions related to the discussions.
4. I find myself actively contributing to class discussions and
sharing my thoughts or opinion.
5. I am engaging with my peers in learning mathematics.

6. I like to collaborate with my classmates in terms of activities

and group projects.
 CENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATION
Kabankalan City, Negros Occidental
37

7. I diligently work on my activities because I find it enjoyable.

8. I find it interesting in answering mathematics activities.

9. I am interacting with my math teacher in learning

mathematics.
10. I actively participate in the discussion, answering exercise
and/or clarifying things I did not understand.
III. SATISFACTION

1. Solving math problems/activities makes me feel satisfied.

2. I am satisfied with the quality of math lessons during the

New normal.
3. I am satisfied with the clarity of explanations provided by
my teacher.
4. I am satisfied with the variety and relevance of
Mathematical examples and exercises given by our teacher.
5. I am satisfied with the support and assistance that I received
when I encounter difficulties in understanding mathematical
concepts.
6. I am satisfied with the availability and usefulness of
supplementary materials (online resources, textbooks) for
learning mathematics.
7. I am satisfied with my mathematics teacher in showing a
positive and supportive learning environment.
8. I am satisfied with the opportunities for collaborative
learning that my teacher gives.
9. I am satisfied with my mathematics teacher on showing
effectively addresses our individual learning needs and adapt
instruction accordingly.
10. I am satisfied with the level of social interaction and
opportunities available in new normal learning.
 CENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATION
Kabankalan City, Negros Occidental
38

References

ABDOUS, M. (2019). Influence of satisfaction and preparedness on online students’ feelings of

anxiety. TheInternetandHigherEducation,41,3444. https://doi.org/10.1016/j.iheduc.2019.01.001.
ALQURASHI, E. (2019). Predicting student satisfaction and perceived learning within online
learning environments. Distance Educ. 40 133–148. 10.1080/01587919.2018.1553562
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9039172/#:~:text=Learning%20satisfaction
%20was%20defined%20as,comparison%20between%20the%20learner's%20learning

BHANDARI, P. (2022). Triangulation in Research I Guide, Types, Examples

https://www.scribbr.com/methodology/triangulation/

BRINGULA, R. (2021). Mathematics self-concept and challenges of learners in an online

learning environment during COVID-19 pandemic
https://slejournal.springeropen.com/articles/10.1186/s40561-021-00168-5

FABRIZ S., MENDZHERITSKAYA & STEHLE S. (2021). Impact of Synchronous and

Asynchronous Settings of Online Teaching and Learning in Higher Education on Students’
Learning Experience During COVID-19
https://www.frontiersin.org/articles/10.3389/fpsyg.2021.733554/full

FALLOON, G. (2012). Inside the Virtual Classroom: Student Perspectives on Affordances and
Limitationshttps://files.eric.ed.gov/fulltext/EJ1079902.pdf
 CENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATION
Kabankalan City, Negros Occidental
39

FITREA, T. (2022). Students’ readiness of the implementation of the face-to-face learning at

English class in the academic Year 2021-2022
https://www.researchgate.net/publication/362133886_Students
%27_Readiness_of_the_Implementation_of_FaceToFace_Learning_at_English_Class_in_the_A
cademic_Year_20212022

GRAY J. & DILORETO M. (2016). The Effects of Student Engagement, Student Satisfaction,
and Perceived Learning in Online Learning Environments
https://files.eric.ed.gov/fulltext/EJ1103654.pdf

HALMATOV, M. (2018). Assessment of Psychological Readiness Situation of Students

Starting to Primary School
https://www.researchgate.net/publication/
324810057_Assessment_of_Psychological_Readiness_Situation_of_Students_Starting_to_Prima
ry_School

HARTNETT, M. (2012). Relationships Between Online Motivation, Participation, and

Achievement: More Complex than You Might Think
https://files.eric.ed.gov/fulltext/EJ1079770.pdf

HISCOTT J., ALEXANDRIDI M. ET. AL, (2020). The global impact of the coronavirus
pandemic
KAHN, P., EVERINGTON, L., KELM, K., REID, I., & WATKINS, F.
(2017). Understanding student engagement in online learning environments: The role of
reflexivity. Educational Technology Research and Development, 65, 203–218. Web.

MCLEOD, S. (2013). What is reliability?

https://www.simplypsychology.org/reliability.html

MIA M., & ZAYED N. (2022). The Strategy of Factors Influencing Learning Satisfaction
Explored by First and Second-Order Structural Equation Modeling (SEM)
file:///C:/Users/Asus/Downloads/inventions-07-00059.pdf

MIDDLETON, F. (2019). The four types validity in research /Definitions & Examples/
https://www.scribbr.com/methodology/typesofvalidity/#:~:text=Content%20validity%3A%20Is
%20the%20test,they%20are%20designed%20to%20measure%3F
Paulsen, J., & McCormick, A. C. (2020). Reassessing disparities in online learner student
engagement in higher education. Educational Researcher, 49(1), 20-29. Web.
Scales P. (2019). ‘Sage on the stage’ or /Guide on the side’
https://college.jobs.ac.uk/article/sage-on-the-stage-or-guide-on-the-side-/

SOMASHEKAR, D. 2021). Education Needs to Prepare Students for The Future of Work –
Here’s How
 CENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATION
Kabankalan City, Negros Occidental
40

https://www.forbes.com/sites/cisco-webex/2021/07/29/education-needs-to-prepare-students-for-
the-future-of-work--heres-how/?sh=203e755e6313

WU Y., HSIEH L. & LU J. (2014). What’s The Relationship Between Learning Satisfaction
and Continuing Learning Intention?
https://pdf.sciencedirectassets.com/277811/1-s2.0-S1877042815X00292/1-s2.0-
ssS1877042815024088/main.pdf?X-Amz
CENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATION
Kabankalan City, Negros Occidental
41

RELIABILITY RESULT