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Chapter 1

INTRODUCTION

This chapter includes the rationale, a list of relevant literature and research, a

theoretical framework, a summary of the difficulties, hypotheses, the significance of the

study, and keywords.

Rationale

Pedagogy in education describes the carefully thought-out process a teacher will

use to teach his students, considering prior learning, classroom context, end goals, and

more. Practically, pedagogies often apply in normal classroom set-ups as their efficiency

escalates if the learners experienced them directly, however, today’s education is

explicitly compromised by abrupt or sudden changes and the pedagogies have been tested

since then.

Thus, Mathematics is far one of the toughest subjects alive besides this could

breach in the learners collective and logical thoughts at the end of mind on account for its

spontaneity by creating a solving problem. In connection to this, teachers who instruct

this subject have more access to utilizing different mathematical methods not only in the

narrow point of view to consider but also in the most alternative way.

Furthermore, a district should be able to turn remote learning on and off as needed;

nevertheless, the effectiveness of the shift to remote learning is dependent on 3

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preparedness, technology tools, and overall student support infrastructure. It varies from

virtual schools or virtual learning programs, which often follow a formal procedure of

establishing a school, adopting an online curriculum, and establishing a specialized

organization to cater to the diverse needs of the learners. E-Learning, on the other hand,

makes use of electronic technologies to make available access to educational content

outside of the traditional classroom. Furthermore, electronic media, such as television and

radio, improve the effectiveness and enjoyment of teaching and learning. Because the

majority of learning occurs through multisensory experiences such as listening, seeing,

touching, feeling, and so on, these e-media serve as a support in the teaching-learning

process.

Indeed, using of on-point pedagogies in teaching Mathematics can lift both

learner’s and teacher’s expectations in an accurate level of dependency because the

animosity evolves drastically as if learning won’t dip even in the midst of remote- based

teaching.

There are many proven and tested methodologies to correlate whenever the

pedagogy needs a strong pillar to hold on incase the learning demands it. These scaffolds

have founded by different proponents around the globe in which they become the basis

and anchor of research. Further, the related literature enhanced the capability of the thesis

to stand on its own without compromising others work due to plagiarism.

Basically, mathematics is a logical problem that deals with numbers and figures

yet still it is a language. Some learners love to solve arithmetic and some are not. The
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question here is what will be the best and easiest way to turn the table in favor of those

who really can’t comprehend well?

The point of view of the teachers in teaching mathematics explicitly draws

attention towards learners’ expectation. That means if the teacher enjoys and dedicates

his expertise on the subject; the learners appreciate it. Eventually, the process of

knowledge acquisition elevates from pole to pole because the learners now thoroughly

dig the learning down on its comfort zone.

The researcher deems it necessary to search for the new teaching modalities and

pedagogies of Mathematics teachers and their teaching performance under new normal in

order to find out the best teaching modality and pedagogy applicable to remote learning.

This COVID-19 pandemic will not be the last disease that the world will encounter thus,

this study will benefit the future researchers, educators, and educational institution.

Literature Review

This part is an overview of the previously published works and studies in relation

to pedagogies, modalities, and teaching performance of mathematics teachers under new

normal.

Pedagogy and its meaning

Pedagogy is the center of the teaching-and-learning process. It equips students to

face new difficulties and build life skills, therefore educators must assess and adapt
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classroom pedagogies (Peterson, A., Dumont, H., La Fuente, M., & Law. N. 2018) while

Bhowmik, M., Banerjee, B., & Banerjee, J. (2013) firmly stated that pedagogy displays

teaching strategies that support academic rendezvous, connectedness to the wider world,

supportive classroom environments and appreciation of difference, should be applied

across all key learning, and subject areas. The pedagogical practice promotes the welfare

of students, teachers, and the school community - it improves students' and teachers'

confidence and contributes to their sense of determination for being at school; it increases

the confidence of the community in the academe's learning and teaching quality. In

addition, Smith & O'Connell (2021) cited that the essential features of pedagogy namely;

1. purposeful, meaningful, and congruent with practices in the discipline, 2. aligned with

outcomes and assessment, 3. Promotes student-student and instructor-student

interactions, 4. encourages active learning, and 5. respects a wide range of abilities and

learning styles.

There were also several educational studies intended to provide teachers with

evidence to aid them in making educated pedagogical decisions. (Hattie, 2011; Higgins et

al. (2015). However, developing and selecting pedagogies is beyond employing what is

effective and impactful on diverse measures of learning. Pedagogies differ from one

another and must be based on different learning theories, and these theories demand

different insights of psychology and philosophy which focus on the importance of

gaining knowledge. The impact of a pedagogy – and pedagogical innovation – can only

be measured in terms of the goal and what such pedagogies are attempting to accomplish.
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As Thiessen, D., et al. (2013) proposed that pedagogy develops from a variety of

influences including theories and research evidence, political drivers, evidence from

practice, individual and group reflection, teachers' experiences, and expertise, and

communal expectations and requirements. It notifies both curriculum and teaching in a

service. It reflects and supports the philosophies and outcomes required by a service.

According to Kivunja, 2014 success of the new pedagogical method must include the 4Cs

and must meet the needs to accept that the world outside schooling and other domains of

academia has changed a lot and that education cannot do to apply the old methods of

learning. Stagnancy and intellectual stalemate nowadays can lead to irrelevance in 21st-

century education. On the other hand, Revell and McCurry, 2012 suggest that developing

an integrative teaching program must include technology. “It is anticipated that students

will considerably improve their math performance with better retention, increased

confidence, and enhanced student satisfaction because the pedagogy will complement

their preference for active engagement with interactive technological tools.”

Teachers can select their own pedagogy based on their preference following their

curriculum. In present days, most curricula include “core competencies”, “transversal

skills” or “general capabilities” which suggest certain pedagogies and provide a different

selection of learning designs (UNESCO, 2015). Some curricula, on another point of

reference, are "competency-based," which means students must learn different skills and

levels of information at their own pace (Bristow and others) 2014. (Patrick). Indeed,

pedagogy is critical in the teaching and learning process because it has a significant
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impact on the efficacy and quality of the product, which is the primary audience for

student education.

Pedagogies of Teachers during Remote Learning

Recently there are discussions about effective pedagogical practices in

mathematics. While we might vary in our views about the detail, in western countries

generally agreed on approaches that emphasize student centeredness and inclusiveness.

They ensure that the lesson content has a strong mathematical focus and contains

opportunities for students to think, reason, communicate, reflect upon and critique

mathematics. We sometimes assume that pedagogical practices that have shown to be

effective in one setting will be effective for every school system, every community and

every student cohort. That assumption appears to underwrite the exportation of tests and

textbooks that find their way into developing countries. In essence, the practice represents

a one-way transfer of expertise and materials through which the game of western ‘catch-

up’ is played, Walshaw, M. (2014).

In the Philippines, the innovative pedagogies were based at Republic Act No.

10533 also known as “Enhanced Basic Education Act of 2013” stating under Section 5:

Curriculum Development that, “The curriculum shall use pedagogical approaches that are

constructivist, inquiry-based, reflective, collaborative and integrative.” These pedagogies

were based form the different classical learning theories.

A collaborative classroom climate will enable teachers to orchestrate effective

classroom discourse. Mathematics is about students making conceptual connections and

clearly communicating their thinking. For more than two decades, the National Council
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of Teachers of Mathematics has been urging teachers to emphasize students’ discourse as

part of mathematics teaching and learning (Smith & Stein, 2018).

Istance and Paniagua (2019) proposed six clustered of pedagogies such as

Blended Learning, Gamification, Multiliteracies, Embodied Learning, Experiential

Learning, and Computational Thinking. These pedagogies address the core of teaching

and pedagogy in our educational systems. Also, their study recognizes the need for

pedagogical change. Lastly, it discussed the foundations of these pedagogical choices and

enablers like teachers to widen their professional prowess and skills as they serve as an

integral part of pedagogical and system transformation.

On the other hand, McLoughlin & Lee (2010) found that social software like Web

2.0 which promotes social, participatory, and supported by rich media indicated active

learning. Also, they found out that it has had a ultimate effect on learner’s deeds,

predominantly those of young people They utilized it with comfort and led them to a

strong sense of communities of interest linked in their own web spaces, and to a

disposition to share and participate. Likewise, Cochrane, T., Antonczak, L., Keegan, H.,

& Narayan, V. (2014) developed a framework for creative pedagogies which also utilized

software and mobile social media within a wider range of higher education contexts in

order to transform students into creative professionals. This approach could extend to

other fields beyond creative industries and design, as critical engagement with new

technologies, including mobile social media, grows into a core 21st century literacy in a

world where a new wave of students come to our institutions with ubiquitous ownership

of a wireless mobile device of their own choosing. With that, they also suggested that
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educators need to focus upon ontological pedagogies that deal with the process of

becoming, rather than pedagogies that focus upon knowledge transfer. Furthermore,

Abdulwahed, M., Jaworski, B., & Crawford, A. (2012) suggested innovative methods in

learning and teaching of mathematics in STEM higher education for facilitating

conceptual understanding and constructivist learning which include novel pedagogies

(e.g. collaborative learning, inquiry/problem/project/discovery-based learning),

innovative approaches to teaching which stimulate motivation and self-efficacy beliefs,

mathematical software packages (e.g. GeoGebra, Matlab/Simulink, LabVIEW,

Mathematica, Maple and MapleTA, etc), and online tools (Wikis and web based courses).

These, pedagogies and approaches are influenced mainly by constructivist approaches.

Sharples, M., de Roock, R., Ferguson, R., Gaved, M., Herodotou, C., Koh, E., &

Wong, L. H. discovered ten pedagogies which guide educators and policy makers on the

implementation of different pedagogies which are useful in today’s society and could

have possibilities to aggravate major shifts in educational practice such as (1) learning

through social media that offers long-term learning opportunities, (2) productive failure

that draws on experience to gain deeper understanding, (3) teachback that let learners to

learn by explaining what they have been taught, (4) design thinking which applies design

methods in order to solve problems, (5) learning from the crowd which uses the public as

a source of knowledge and opinion, (6) learning through video games which makes

learning fun, interactive, and stimulating, (7) formative analytics which develops

analytics that help learners to reflect and improve, (8) learning for the future which

prepares students for work and life in an unpredictable future, (9) translanguaging which
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enriches learning through the use of multiple languages, and (10) blockchain for learning

which stores, validates, and trades educational reputation. These innovative-based

pedagogies have been widely adopted for educational modernization leading to

educational reforms and improvements.

Constructivist Approach

Constructivism is the theory that says learners construct knowledge rather than

just passively take in information. As people experience the world and reflect upon those

experiences, they build their own representations and incorporate new information into

their pre-existing knowledge (schemas).

Many of the core ideas of constructivism are very old, but it may be fruitful to

present an historical account based on the influence of the Swiss psychologist and

epistemologist Jean Piaget (1896 – 1980). Few intellectual have been so widely used and

misused, understood and misunderstood as Piaget however, he remained faithful to this

constructivist perspective throughout his long active period. In his last publication,

written the year that he died, some 55 years after his first use of constructivism, he

summarizes his life-long program: his task had been to - establish what we have called a

constructivist theory of knowledge and, at the same time, refute the empiricist and

nativist theories. The essential problem of a theory of knowledge is: How is new

knowledge constructed? Is it, as empiricism contends, always derived from observing

reality, or is it performed in the human mind, and thus innate? Even our earlier work, I

believe, clearly showed the insufficiencies of both the empiricist and preformist theories.

(Piaget 1980, p3)

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Constructivism continues to be the dominant research program in (at least)

science education, and it continues to generate new research and insights. But the term is

used in so many different ways that one needs to take care when reading publications

which state that they are based on constructivism, Sjøberg, S. (2010). On the other hand,

Vygotsky (1929) proposed constructivism as a theory about how we learn and the

thinking process, rather than about how a student can memorize and recite a quantity of

information. From his perspective, learners construct meaning from reality but not

passively receive what are taught in their learning environment. Therefore,

constructivism means that learning involves constructing, creating, inventing, and

developing one’s own knowledge and meaning. The role of teacher is a facilitator who

provides information and organizes activities for learners to discover their own learning.

Basically, constructivist approaches in teaching and learning environments have

originated from several psychologists and educators such as Jean Piaget and Lev

Vygotsky, and etc. Those scholars emphasized two major different strands of the

constructivist perspectives, social constructivism, and cognitive constructivism. Even

though, there is some debate between these two aspects of thought, they have some

perspectives in common about the constructivist-learning environment, Liu, C. C., &

Chen, I. J. (2010).

Inquiry-BasedApproach

The term inquiry-based learning appeared with increasing occurrence in

educational policy and curriculum documents related to mathematics and science

education over the past time, indicating a key educational trend. We go back to the origin
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of inquiry as a pedagogical concept in the work of Dewey (e.g. 1916, 1938) to analyze

and discuss its migration to mathematics education. For conceptualizing inquiry-based

mathematics education (IBME) it is important to analyze how this concept echoes with

already well-established theoretical frameworks in mathematics education. Six such

frameworks are analyzed from the perspective of inquiry: the problem-solving tradition,

the theory of didactical situations, the realistic mathematics education program, the

mathematical modelling perspective, the anthropological theory of didactics, and the

dialogical and critical approach to mathematics education Artigue, M., & Blomhøj, M.

(2013). Likewise, IBL is a form of active learning in which students are given a carefully

scaffolded sequence of mathematical tasks and are asked to solve and make sense of

them, working individually or in groups and inquiry-based learning is a form of active

learning that comes in many shapes and sizes. Common to these many forms of inquiry-

based learning are two principles, the “twin pillars” that education research has shown to

be at the core of most implementations of inquiry-based learning: 1. Deep engagement in

rich mathematics. 2. Opportunities to collaborate (in some form).

On the study of Kogan M and Laursen S. (2014) they found out that inquiry-based

approach has differential benefits for low-achieving students highlights their potential to

help overcome historical inequities for other groups, such as students of color and first-

generation college students—groups we could not examine in this study. Likewise,

propose that IBL experiences promote what one student called “fruitful struggle,” thereby

strengthening transferable problem-solving strategies and study habits. For students who

do not already have these skills, this is a powerful and lasting impact (Hassi &
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Laursen, 2013). Thus, when we better understand how teachers who are successful in

challenging students in higher-order thinking spend their time relative to various

components of inquiry-based instruction, then we are better able to develop professional

development experiences that help teachers transition to more desired instructional

patterns, Marshall, J. C., & Horton, R. M. (2011).

On the study of Rooney (2012) she explored and discovered in her study that

inquiry-based learning approach that it encourages higher order thinking among her

students of mathematics and through the research process, her own learning and that of

her students has been transformed and this gives her enormous satisfaction. Likewise, in

the study of Marshall, J. C., & Horton, R. M. (2011) they found that in both math and

science classrooms, when teachers had students both explore concepts before

explanations and contribute to the explanations, a higher percent of time was spent on

exploration and students were more frequently involved at a higher cognitive level.

Further, they found a high positive correlation between the percent of time spent

exploring concepts and the cognitive level of the students, and a negative correlation

between the percent of time spent explaining concepts and the cognitive level.

Reflective

Dewey defined reflective thought as an ‘Active, persistent, and careful

consideration of any belief or supposed form of knowledge in the light of the grounds

that support it, and the further conclusions to which it tends’ (1910, p. 6) while Mathew,

P., Mathew, P., & Peechattu, P. J. (2017) defined reflective practice as a process that
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facilitates teaching, learning and understanding, and it plays a central role in teachers’

professional development. When student teachers carry out systematic enquiry into

themselves, they understand themselves, their practices and their students. By constantly

looking into their own actions and experiences, they professionally grow in their own.

They also asserted that reflective practice is a cyclical process, because once an educator

starts to implement changes, then the reflective and evaluative cycle begins again. As a

result of reflection, the educator may decide to do something in a different way, or may

just decide that what she/he has been doing is the best way. Therefore, being an educator,

one needs to reflect on the experiences or activities one is doing for one’s growth.

Reflective teaching involves examining one’s underlying beliefs about teaching and

learning and one’s alignment with actual classroom practice before, during and after a

course is taught. When teaching reflectively, instructors think critically about their

teaching and look for evidence of effective teaching, Brooklyn (2017). He also suggested

examples of reflective approach which can be done by educators such as, (1) reflection

Journals in which educators might consider capturing a few details of their teaching in a

journal to create an ongoing narrative of their teaching across terms and years, (2)

teaching inventories in which a number of inventories, like the Teaching Practices

Inventory by Wieman and Gilbert (2014), have been developed to help instructors assess

and think more broadly about their teaching approaches. Inventories are typically

designed to assess the extent to which particular pedagogies are employed, (3) video-

recorded teaching practices in which instructors may request to video record their lessons
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while conducting a classroom observation, or instructors can video record themselves

while teaching and use a classroom observation protocol to self-assess their own

practices, and (4) teaching portfolio which consists of a more time-intensive practice, the

teaching portfolio invites instructors to integrate the various components of their teaching

into a cohesive whole, typically starting with a teaching philosophy or statement, moving

through sample syllabi and assignments, and ending with evaluations from colleagues

and students. Likewise, Bassot 2015 suggested key aspects of reflection which

include: (1) Becoming more self-aware; (2) The role of writing in reflection; (3)

Learning from experience; (4) Learning from positives and negatives; (5) Emotions

and processing feelings, (6) Bringing assumptions to the surface, (7) Learning from

feedback; (8) Reflecting in groups and; (9) Managing change.On the study of Cunliffe

(2016) he suggested that reflexive practice must embrace subjective understandings of

reality as a basis for thinking more critically about the impact of our assumptions, values,

and actions on others. Such practice is important to management education, because it

helps educators understand how they will constitute realities and identities in relational

ways and how they can develop more collaborative and responsive ways of managing

organizations. Also, she offered three ways of stimulating critically reflexive practice: (a)

an exercise to help students think about the socially constructed nature of reality, (b) a

map to help situate reflective and reflexive practice, and (c) an outline and examples of

critically reflexive journaling. Likewise, Spalding (2020) suggested five benefits of

reflective teacher such as (1) Professional growth in which teachers must analyze and

evaluate their professional practice for them to improve. Also, once teachers start to take
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ownership of their professional growth in this way, their confidence will grow; (2)

Keeping up-to-date and innovative in which teachers allow themselves to create and

experiment with new ideas and approaches to gain maximum success; (3)

Understanding learners in which teachers must encourage teachers to understand their

learners and their abilities and needs; (4) Developing reflective learners in which

teachers effectively encourage learners to reflect on, analyze, evaluate and improve their

own learning. These are key skills in developing them to become independent learners;

and lastly, (5) Humility in which teachers must check their ego and operating with a high

degree of humility. Admitting mistakes, taking ownership and developing a plan to

overcome challenges are integral to any successful team.

Collaborative

Collaborative learning can, if designed and implemented properly, contribute to

student learning outcomes and prepare them for teamwork. Thus, it will contribute

meaningfully to (a) learning outcomes and (b) student motivation were more positive

than beliefs about the effort that students are willing to dedicate to collaborative learning,

De Hei, M. S. A., Strijbos, J. W., Sjoer, E., & Admiraal, W. (2015). Also, Collaborative

learning is a widely used instructional method, but the learning potential of this

instructional method is often underused in practice but in the study of Scager, K.,

Boonstra, J., Peeters, T., Vulperhorst, J., & Wiegant, F. (2016) results showed that factors

evoking effective collaboration were student autonomy and self-regulatory behavior,

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combined with a challenging, open, and complex group task that required the students to

create something new and original.

According to Laal, M., & Laal, M. (2012), collaborative approach is an

educational approach to teaching and learning that involves groups of learners working

together to solve a problem, complete a task, or create a product. Collaborative approach

consists of five fundamental elements which are: Positive interdependence, Individual

and group accountability, Interpersonal and small group skills, Face-to- face promotive

interaction, and Group processing. In addition, in a collaborative setting, learners have

the opportunity to converse with peers, present and defend ideas, exchange diverse

beliefs, question other conceptual frameworks, and are actively engaged (Srinivas, H.,

2011).

Collaboration is a promising mode of human engagement that has become a

twenty-first-century trend. Collaborative learning happens when when individuals take

action in relation to the actions of the others. One's actions may promote the success of

others, obstruct the success of others, or not have any effect at all on the success or

failure of others. In other words, individuals may be: (1) Working together cooperatively

to accomplish shared learning goals; (2) Working against each other (competitively) to

achieve a goal that only one or a few can attain; and (3) Working by oneself

(individualistically) to accomplish goals unrelated to the goals of others, Brown and Lara

(2011). In addition, collaborative learning may have academic benefits which are stated

by Laal (2014) in which he emphasized that collaborative learning promotes critical

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thinking skills, involves students actively in the learning process, improves Classroom

results, and models appropriate student problem solving techniques as he concluded that

collaborative learning compared with competitive and individualistic efforts, has

numerous benefits and typically results in higher achievement and greater productivity,

more caring, supportive, and committed relationships; and greater psychological health,

social competence, and self-esteem. Also, educators must remember that the underlying

principle of collaborative learning is based upon cooperation by group members. For the

effective implementation of education, appropriate teaching learning strategies need to be

selected and used, Collaborative learning is an educational approach to teaching and

learning that involves groups of learners working together to solve a problem, complete a

task, or create a product Chandra, R. (2015). She also added that collaborative learning

may be beneficial from small-group learning because it celebrates diversity of learners: in

which students learn to work with all types of people; it also acknowledges individual

uniqueness. where students will have a variety of responses; it also develops

interpersonal skills where students learn to relate to their peers and other learners as they

work together in group enterprises; and it provides more opportunities for personal

feedback because there are more exchanges among students in small groups, students

receive more personal feedback about their ideas and responses. This feedback is often

not possible in large-group instruction, in which one or two students exchange ideas and

the rest of the class listens.

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On the other hand, in designing effective collaborative learning activities, we

need to understand students’ perceptions about collaborative learning as lmajed, A. ,

Skinner, V. , Peterson, R. , & Winning, T. (2016) explained that students’ perspectives of

key factors for facilitating positive learning within an inquiry-based collaborative

learning context, namely having a “right” mix of students and facilitating balanced

participation and interactions, especially questioning, explaining, and managing

knowledge conflicts and understanding their thinking processes when learning. Wikis is

one of the tools used by educators to facilitate collaborative learning in though Wikis are

widely promoted as collaborative writing tools and are gaining in popularity in

educational settings however, while wikis include features that are designed to facilitate

collaboration Judd, T., Kennedy, G., & Cropper, S. (2010), it does not necessarily follow

that their use will ensure or even encourage collaborative learning behaviour. But, they

also concluded that it may lead to the more successful integration of innovative,

technology-based learning activities into broader undergraduate curricula.

Integrative Approach

According to ECU (n.p) integrative learning is an approach where the learner

brings together prior knowledge and experiences to support new knowledge and

experiences. By doing this, learners draw on their skills and apply them to new
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experiences at a more complex level. Moreover, when rigorously conducted, integrative

learning embodies a more profound opportunity to prepare the young for today and

tomorrow s societies. When well-conceived, integrative learning enables students to

focus on multidimensional issues in their full complexity. It invites them to weigh, apply,

and combine disciplinary insights to move beyond naive views, Boix Mansilla, V. (2008).

In addition, Ithaca College(2021) asserted that in integrative learning students must

develop the intellectual flexibility and adaptability to incorporate varied sources of

information into their decision-making and understanding of the world. Lastly, the

Association of American Colleges and Universities defines integrative learning as:

Connecting skills and knowledge from multiple sources and experiences; applying theory

to practice in various settings; utilizing diverse and even contradictory points of view;

and understanding issues and positions contextually.

On the other hand, Davis (2021) stated that in teaching, integrative teaching

strategy is one in which an educator presents interdisciplinary lessons that highlight

connections between disciplines rather than isolated facts and lectures. While generally

thought of as a higher education concept, integrative teaching has also had positive

outcomes in the K-12 environment. He also, asserted the three three primary areas of

integrative approach – the psychomotor, cognitive, and affective domains. Furthermore,

he stated the benefits of this approach which include: improved academic performance,

opportunity to participate in typical experiences of childhood, and gaining confidence to

pursue inclusion in other settings.

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Regardless of the subject area, an integrative learning environment places student

in a network of interconnected activities and systems. Students teach and mentor other

students. They also practice and research with other students. Students leave transformed

and ready to be the empowered professionals we wish them to be, Ortega J. (n.p). Also,

Integrative Learning comes in many varieties: connecting skills and knowledge from

multiple sources and experiences; applying skills and practices in various settings;

utilizing diverse and even contradictory points of view; and, understanding issues and

positions contextually."

Teaching Modalities under New Normal

COVID 19 has brought dramatic change on the lives of learners and teachers as

we shifted abruptly form face-to-face classes to remote learning or distance learning

scheme. It also led to the closure of schools globally. This tested the readiness of the

academe in dealing with health crisis that requires the help of advanced technology to

enable distance learning. So, educational institutions conducted several teaching and

learning modalities just to continue education. Sequeira, A. H. (2012) asserted that the

student has an advantage when employing self-paced learning resources in this nonformal

style of education. There is no face-to-face interaction throughout the teaching-learning-

evaluation process. There is no set schedule or amount of lessons. To make this learning

process effective, a teacher must have a conceptual understanding of the self-learning

method as well as experience designing self-learning modules and resources to make this

teaching and learning modality effective.

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Online courses have become commonplace in the onset of the pandemic. While

the popularity on online courses is growing, there are still many questions regarding the

effectiveness of such courses in facilitating learning outcomes. But, Limperos, A. M.,

Buckner, M. M., Kaufmann, R., & Frisby, B. N. (2015) found in their study that that

online lectures presented in a multimodal format were better at facilitating positive

student experiences with instructors, as well as perceived and actual learning than

lectures that contained only one mode of information. And with the advances in

technologies and social media, distance learning is a new and rapidly growing approach

which resulted to significant satisfaction among learners as evident to their academic

performance as they show active participation in learning sessions, using multimedia and

devoted adequate time for their sessions, Al-Balas, M., Al-Balas, H. I., Jaber, H. M.,

Obeidat, K., Al-Balas, H., Aborajooh, E. A., ... & Al-Balas, B. (2020).

Online learning has become entrenched in the educational scene. It is only

expected to grow during the coming years as more students demand it and as more

faculty accept it, Perry, E. H., & Pilati, M. L. (2011) because online learning modalities

encourage student-centered learning and they are easily manageable during this lockdown

situation, Mukhtar, K., Javed, K., Arooj, M., & Sethi, A. (2020).

On the other hand, educational videos have become an important part of higher

education, providing an important content-delivery tool in many flipped, blended, and

online classes. Effective use of video as an educational tool is enhanced when instructors

consider three elements: how to manage cognitive load of the video; how to maximize

student engagement with the video; and how to promote active learning from the video,
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Brame, C. J. (2016). Video is widely used in the context of blended learning as an

effective media for delivering educational content. Modern technology allows the rapid

and economic development of educational videos using software tools without the need

of cameras or other expensive resources Moussiades, L., Kazanidis, I., & Iliopoulou, A.

(2016). Likewise, educational videos are increasingly used to let students prepare lesson

material at home prior to in-class activities in flipped classrooms as Haagsman, M. E.,

Scager, K., Boonstra, J., & Koster, M. C. (2020) discovered that pop-up questions

stimulate learning when studying videos outside class through an indirect testing effect.

A learning module is a rationally structured assortment of learning content.

Theoretically, it is similar to a chapter in a textbook. These modules are printed teaching

materials designed to be studied independently by learning participants.

Self-learning is a way of learning that is tailored to the person. Face-to-face

instruction is becoming obsolete, while online education is gaining popularity. Self-

learning modules are developed so that the student has complete control over what, how,

when, and where they study. This flexibility is a crucial feature of the open learning

process. Other means of training are gradually fading with the arrival of information

technology for communication. The student is becoming increasingly acclimated to non-

formal education, resulting in a preference for self-learning approaches. The majority of

printed resources on the market are designed for self-study, Sequeira, A. H. (2012).

While some school are implementing blended-learning. In K-12 education system

in the Philippines, programs under the Alternative Delivery Mode (ADM) have been
 23

instigated to: (1) lessen out-of-school-youth; (2) lessen school dropouts; and, (3) offer

access to other students with special needs (DepEd Order No. 54 s.12, Phils). Case

studies on alternative delivery mode exposed that a limited number of schools become

involved in honest blended learning (Seameo-Innotech, 2015) where there has been a

recent call for improvement of teacher’s skills and pedagogies for self-directed learning

(Seameo-Innotech, 2019) and blended learning engagement and assessment (Flor & Flor,

2017), and through the professional development of teachers on blended learning

(Archambualt & Dalal, 2020; Hathaway & Mehdi, 2020; Tovine et al., 2019). The

teachers’ role and expertise are crucial, teacher presence, and teacher-learner interactions

in blended learning have been highlighted in research (Ma et al., 2015; Hathaway &

Mehdi, 2020; Richardson et al., 2015). These findings, however, were generally done in

university contexts abroad where blended learning has gained acceptability (Bonk &

Graham, 2012). If K-12 blended learning programs are to thrive in frameworks such as

the Philippines where barriers and challenges to ICT integration exist (Aguinaldo, 2013;

Kubota et al., 2018), these must draw from research-based practices and frameworks to

ensure sound pedagogies beyond the acquisition of ICT skills (Arinto, 2016).

Teaching performance

The Education Department encourages teachers and lecturers to do Work From

Home or work from home. Teaching activities may be done from home using technology.

Teachers and educators in Covid-19-affected areas should avoid attending to school or

campus for the time being. Many professors are still going about their everyday duties.

The Department of Education issued this appeal to teachers and lecturers in light of the
 24

temporary suspension of face-to-face learning activities in schools and colleges in areas

affected by the corona virus, or Covid19. Educators and others in the educational sector

have also been advised not to attend the school or site. Work form home affect the

taching performance of teachers due to various reasons.

Education is undergoing significant economic, social, political, and technical

transformation. As a result, schools must be adaptable in order to adjust to changing

events and environments. In the global human resource rivalry, schools and other

educational institutions require an atmosphere that continues to become positive and

favorable. As a result, it cannot be disputed that schools require a synergy between

instructors and the work environment in order to promote creativity and performance

over time. The argument is that, in this era of information economy, knowledge societies

arise, which require creativity and adaptability as energy to compete. As a result, the

future strategic development of educational institutions will be to enhance knowledge

resources, particularly instructors, to allow for innovation and growth which can result to

better teaching performance, Christian, M., Purwanto, E., & Wibowo, S. (2020).

Teachers' teaching performance refers to their skills to develop, implement, and

evaluate learning activities. Teacher performance is not innate; it must be discovered,

facilitated, developed, and maintained in order to meet school objectives. As the greatest

leader in the school, the principle must comprehend the factors of success in order to

promote and even enhance students' performance to its maximum potential. Bafadal, et

al. (2018) break down teacher teaching performance into four categories: (1) creating
 25

learning plans; (2) implementing learning; (3) evaluating the process and learning

outcomes; and (4) planning a follow-up learning program.

Teacher performance refers to how well a teacher executes tasks, roles, and

obligations depending on their abilities, experience, and sincerity. In their instance, the

teacher's performance was linked to their duty as a teacher. Teachers should ideally be

able to realize performance and carry out their tasks and roles to the best of their abilities.

The best way to demonstrate that it is performing its tasks and roles is to develop

proficiency in teaching, dealing with students, professional connections, and professional

abilities. A teacher's quality of work in carrying out their duties and obligations in giving

tutoring that contains training and expertise that will lead to an increase in student

accomplishment is referred to as teaching performance. One of the criteria for the success

and success of the teaching and learning and teaching process is good teaching

performance. As a result, teachers must always be able to perform properly and

responsibly in order to meet instructional objectives. Kusumaningrum, Desi Eri, Raden

Sumarsono, and Gunawan (2019).

The quality of instructors reflects the quality of education. Teachers should

ideally have strong instructional skills as well as positive personalities and social skills.

Teachers' teaching and learning processes can be used to assess their pedagogical ability.

The teaching and learning process should be tailored to the needs of the pupils and aided

by an innovative teaching style. Teachers must also hone their skills in order to

adequately perform their jobs.

 26

Individual Performance Commitment Review Form (IPCRF) was introduced to

DepEd in 2015 for Filipino teachers. It is a broad work plan that acts as a guide for

instructors and should be developed before to the commencement of courses,

implemented prior to the start of the school year, and evaluated at the end of the school

year. This is a performance evaluation tool. According to DepEd Order 2, S. It seeks to

give complete instructions for the adoption of the Civil Service Commission's (CSC)

Strategic Performance Management System (SPMS) in the Department of Education

(DepEd) Junio-Sabio, C., & Manalo, M. M. (2020). The objectives listed, according to

Canoma (2017) , are actually the obligations and responsibilities that each teacher must

do in their teaching service. This is a tool to see if someone is performing their tasks

thoroughly, efficiently, and on time. Within the community of professional learners, the

method will be supportive, non-threatening, fair, collegial, and self-directed. The second

objective is summative-evaluative, ensuring that

School students gain from teachers who provide high-quality teaching. The

evidence gathered, observations made, conferences, and discussions that accompany each

method are used to evaluate teacher performance. The ultimate goal of the performance

evaluation is to enhance learners' performance and learning outcomes as part of the

school's overall goals.

Teachers' work performance has been impacted and affected by fast changes and

reforms in educational institutions across the world brought by the COVID-19

pandemic.Despite these advancements, the debate over how to predict teacher

effectiveness remains complex and difficult to assess.

 27

Individual performance refers to a collection of individual activities and behaviors

that contribute to the achievement of organizational objectives. "The amount to which

work is done well" is one of the most basic definitions of individual performance.

Employee performance evaluation is critical not only for improved school management,

but also for facilitating science development services. As a result, strong individual

performance indicates that the teacher has accomplished work-related obligations to a

satisfactory level or to the level required by school administration, Novitasari, D.,

Yuwono, T., Cahyono, Y., Asbari, M., Sajudin, M., Radita, F. R., & Asnaini, S. W.

(2020). Also, Selamat, N., Samsu, N. Z., & Kamalu, N. S. M. (2013) asserted that

teachers' work performance is defined as a teacher's behavior during the teaching process,

and it is linked to their efficacy. It is claimed that a student's strong performance is

dependent on their teachers' effective teaching. As a result, it is critical to investigate the

factors that may improve instructors' work effectiveness in the classroom.

Mohamad, M., & Jais, J. (2016 highlighted the importance of pedagogy . It

appears that teaching modalities and pedagogy have a greater impact on teachers’ job

performance. In order to sustain high performance and competitive advantage, innovative

teaching pedagogy should be developed and improved through a systematic and

consistent approach. Therefore, it is recommended that organizations develop training

programs in improving teaching modalities and pedagogies. Organizations should

recognize the significant role of pedagogy in developing human capital that leads to a

high-performing workforce.
 28

On the other hand, Taniredja, T., & Abduh, M. (2016) in their study they

discovered that there was a significant correlation between teachers' pedagogical abilities

and their performance, according to the research findings. Because pedagogical

competence is defined as the ability to manage students' learning processes, which

includes student knowledge, learning planning, execution, and evaluation, there is a

strong link between pedagogical competence and teacher performance. They also

revealed that there was a substantial association between professional competence and

teacher performance, according to study. Lastly, they asserted that there was a significant

relationship between the teaching moadlity and the teacher’s performance. The evidence

gathered, observations made, conferences, and discussions that accompany each method

are used to evaluate teacher performance. The ultimate goal of the performance

evaluation is to enhance learners' performance and learning outcomes as part of the

school's overall goals.

A teacher's demonstrated impact on students' learning was characterized as

student achievement test scores, observed pedagogical methods, or employer or student

questionnaires.

Teaching performance evaluation, as an important part of campus activities,

scientifically and effectively uses teaching information as well as information about

teacher and student interactions to evaluate teachers' teaching performance, which helps

to motivate teachers' work enthusiasm, improve teaching quality, and improve school

core competitiveness. The smart campus evaluation of teaching performance examines

 29

the inadequacies of traditional evaluation methods and proposes that teaching

performance evaluation be combined with new technologies. Teacher performance

evaluation is traditionally founded on the principles of thoroughness, three-

dimensionality, and internal and external integration. The findings show that using the

intelligent campus data platform and the three algorithms together can effectively

evaluate teachers' teaching performance and make the evaluation results of teachers'

professional titles more relevant, which can be used as a theoretical basis for decision-

making and provide a new method for evaluating system results (Xu, X., Wang, Y., &

Yu, S. (2018).

Theoretical Framework

This study is anchored on the Republic Act No. 10533 also known as “Enhanced

Basic Education Act of 2013” stating under Section 5: Curriculum Development that,

“The curriculum shall use pedagogical approaches that are constructivist, inquiry-based,

reflective, collaborative and integrative.” These pedagogical approaches were based and

rooted on the following theories/approaches of learning: (1) Piaget’s Constructivism

which teachers involve learners through a process of reflection and active construction in

the mind (Brau, 2018); (2) Dewey’s Inquiry-Based Approach where teachers start by

posing questions, problems or scenarios—rather than simply presenting established facts

or portraying a smooth path to knowledge (Franc, C., & Morton, A. (2014); (3) Kolb’s
 30

Reflective Learning in which teachers are helping learners to achieve learn ing through

reflection upon everyday experience and is the way that most of them do their learning

(Kolb, 1995); (4) Vygotsky’s concept of learning called zone of proximal development in

which teachers must emphasize the value of collaboration in attempt to learn something

together (Dillenbourg,1999), and; (5) Dewey’s concept of integrative learning in which

Integrative learning is the process of making connections among concepts and

experiences so that information and skills can be applied to novel and complex issues or

challenges (Dewey, 1989).

Conceptual Framework

This study is confined on the study about the pedagogies, modalities, and teaching

performance of mathematics teachers under new normal.

Identified in the paradigm of the study in Figure 1 are the variables hypothesized

to be related to the modalities, pedagogies and teaching performance of mathematics

teachers under new normal. These involves the respondents’ profile, pedagogies,

modalities, and their teaching performance.

 31

Paradigm of the Study

INDEPENDENT VARIABLES DEPENDENT VARIABLES

Demographic Profile of
the Respondents
Age
Sex
Years of Teaching
Educational Attainment

Teaching Modalities of Teaching Performance of

the Respondents Mathematics Teachers on their
Video Lessons Classroom Observation Tool
Online Class (COT)
Learning Modules

Pedagogies of the
Respondents
Constructivist
Inquiry-Based
Reflective
 32

Figure 1. Conceptual Framework showing the relationship of respondents’ socio-

demographic profile, pedagogies, modalities and the teaching performance of the

respondents.

Statement of the Problem

This study is focused primarily on the modalities, pedagogies, and teaching

performance used by mathematics teachers in District I of Nueva Ecija.

Specifically, this study sought to answer the following questions:

1. How may the profile of the respondents be described in terms of:

1.1. age,

1.2. sex,

1.3. years of teaching experience, and

1.4. educational attainment?

2. How may the pedagogies of the respondents be described in terms of:

2.1. constructivist,

2.2. inquiry-based,
 33

2.3. reflective,

2.4. collaborative, and

2.5. integrative approach?

3. How may the teaching modalities of the respondents be described

under new normal:

3.1. teaching through video lessons.

3.2. teaching through an online class,

3.3. teaching through learning modules?

4. What is the teaching performance of the respondents’ be determined

based on their classroom observation tool?

5. Is there a significant relationship between respondents’ demographic

profile and teaching performance?

6. Is there a significant correlation between the pedagogies and teaching

performance under new normal?

7. Is there a significant relationship between respondents’ teaching

modalities and teaching performance?

Hypotheses
 34

1. There is no significant relationship between respondents’ demographic profile and

teaching performance.

2. There is no significant relationship between respondents’ teaching modalities and

teaching performance under new normal.

3. There is no significant correlation between the pedagogies and teaching performance

under new normal.

Significance of the study

The significance of this study is rooted on the pedagogies and modalities used

Mathematics teachers under new normal because a well-thought-out pedagogy improves

teaching-and-learning process. The study may develop a pedagogy which is of great help

during the implementation of under new normal cause by pandemic. It will be beneficial

to the following:

Researcher. It is beneficial for the researcher to gain insights and ideas on the

pedagogies and teaching modalities in the new normal applicable in today’s educational

system which could be of great help to him and to his teaching endeavor.

Secondary School Principals. The result of this study could assist them to improve

school policy and implementation under new normal. Also, this will also benefit them as

it helps them recognize the importance of innovative pedagogies in curriculum planning

to achieve quality education in the new normal.

 35

Secondary School Department Heads. This study will be a basis for implementation

plan to fortify the teaching strategies of their teachers and their teaching approaches.

Secondary School Teachers. The result of the study may enhance the pedagogy of

Mathematics teachers to become more innovative and creative in their teaching. Also,

this will improve the quality of teaching under new normal because this will give teachers

an options and ideas on what pedagogies they can use and adapt in distance learning set-

up.

Parents. This study will make them aware on the learning skills of their children. It may

be used by parents as a guiding tool in nurturing their children since they are their

children’s first learning companion.

Secondary School Students. It is beneficial to students because they will be compelled

to use both critical thinking skills and higher order thinking skills in grasping

fundamental and complex knowledge.

Future Researchers. This study would serve as guide for future researchers to unfold

the unexplorable pedagogies in mathematics.

Definition of Keywords

The following keywords are defined operationally to facilitate better

understanding of this study.

Collaborative Approach is an educational approach to teaching and learning that involves

groups of learners working together to solve a problem, complete a task, or create a

product, Gehart, D., Tarragona, M., & Bava, S. (2012).

 36

Constructivist Approach it deals with the learning of the individual cogniser through

interactions with the external world, physical and social (Abdulwahed, M., Jaworski, B., &

Crawford, A. (2012).

Innovative Pedagogies is the study of pioneering ways of teaching along with an

exploration of how the process of teaching is impacted by those innovations (Ray, B. B.

(2020).

Inquiry-Based Approach this approach let Students to collaborate and to create new

knowledge while also learning how to think critically and creatively, and how to make

discoveries—through inquiry, reflection, exploration, experimentation, and trial and error,

Friesen, S., & Scott, D. (2013).

Integrative Approach is an approach where the learner brings together prior knowledge

and experiences to support new knowledge and experiences, Fink, L. D. (2013).

Learning Modules is an organized collection of content presented together. A Learning

Module can support a course goal, a course objective, a subject, a concept, or a theme.

Instructors can set a structured path through the content items using a storyboard or a set of

dependencies, USC (n.p).

Online Class is a course conducted over the Internet. They are generally conducted

through a learning management system, in which students can view their course syllabus

and academic progress, as well as communicate with fellow students and their course

instructor, TopHat, 2021.

Pedagogy is an art of teaching influenced by different learning theories and approaches

Bhowmik, M., Banerjee, B., & Banerjee, J. (2013).

 37

Reflective Approach refers to reflective practice of teachers who are disposed to think

about their teaching practices, and are willing to put reflective practice into action, Olaya

Mesa, M. L. (2018).

Remote Learning is a short-term mitigation option to act as a replacement for face-to-face

teaching. It provides temporary access to instruction and instructional supports. (Cowden,

G., Mitchell, P., & Taylor-Guy, P. (2020).

Video Lessons or lecture is a video which presents educational material for a topic which

is to be learned, Mehta, D. (2011)

 38

Chapter 2

Methodology

This chapter presents the research design, research locale and respondents, scope

and delimitation, research instrument, data gathering procedure, and data analysis.

Research Design

The descriptive research method was used to gather information regarding the

modalities, pedagogies and teaching performance of Mathematics teachers. According to

Borba (2016), descriptive research is a study of various types of technologies such as

mobile, videos, virtual learning environments used in mathematics classrooms. In

addition, the most common descriptive research method is the survey, which includes

questionnaires, phone surveys, and normative surveys. It also looks for links between

variables, investigates the causes of occurrences, tests hypotheses, and builds

generalizations, principles, or theories based on its findings.

Also, to further facilitate the data that is essential for this study, descriptive

correlational research design was used to determine the significant relationship of the

independent variables to the dependent variable of the study. Creswell (2012) stated that,

correlational research design involves statistical test used to determine the tendency or

pattern for two or more variables or sets of data to vary consistently.

 39

Research Locale and Respondents

The study will be conducted on selected public high schools in Congressional

District 1 (CD-1) in the Division of Nueva Ecija specifically in fifteen (15) public

schools. Nueva Ecija is the food bowl and rice granary, one of the biggest divisions in

Central Luzon and rich in different cultures and heritage. It is also the home of many

National High School including Eexequel R. Lina National High School, Eduardo L.

Joson Memorial High School, Zaragoza National High School, Carmen National High

School, Julia Ortiz Luis National High School, Sto. Rosario National High School, San

Ricardo National High School, Sibul National High School, Aliaga National High

School, Vicente R. Bumanlag National High School, Dr. Ramon De Santos National

High School, Cuyapo National High School, Nampicuan National High School, Triala

National High School and Pacac National High School.

The respondents of the study include the selected high school’s mathematics

teachers in Congressional District 1 (CD-1) in the Division of Nueva Ecija.

Table 1 Distribution of Respondents

No. Schools Number of

Respondents

1 Exequel R. Lina High School 7

2 Eduardo L. Joson Memorial High School 9

 40

3 Zaragoza National High School 14

4 Carmen National High School 5

5 Julia Ortiz Luis National High School 11

6 Sto. Rosario National High School 5

7 San Ricardo National High School 8

8 Sibul National High School 6

9 Aliaga National High School 15

10 Vicente R. Bumanlag National High School 6

11 Dr. Ramon De Santos National High School 11

12 Cuyapo National High School 13

13 Nampicuan National High School 10

14 Triala National High School 7

15 Pacac National High School 3

Total 130
 41

Table 1 shows the distribution of the one hundred thirty (130) respondents

involved in the study. Based on the human resource data available at the office of the

Superintendent, there are fifteen (15) selected schools that have mathematics teachers in

the Division of Nueva Ecija.

Scope and Delimitation

The study aims to determine the pedagogies ,modalities, and teaching

performance of mathematics teacher under new normal in public secondary schools in

District I of Nueva Ecija. The teacher-respondents of the study were limited to the public

secondary Mathematics teachers during the School Year 2021-2022.

Research Instrument

In this study, the researcher is highly dependent on the questionnaires in data

gathering. The questionnaire will be used to gather data from the teachers their

pedagogies, modalities, and teaching performance in mathematics under new normal .

The first part of the questionnaire concerns with the profile of the respondents (age, sex,

years of teaching, and educational attainment), the statistical used in this part is frequency

and percentage. The second part concerns with the pedagogies in terms of constructivist,

inquiry based, reflective, collaborative and integrative approach. The next part, described

the teaching modalities of the respondents under new normal with teaching through video

lessons, teaching through online class and teaching through learning modules. On the

other hand, to identify the relationship between the respondents’ demographic profile,

teaching pedagogies, teaching modalities to teaching performance under new normal.

 42

The researcher will used this method to determine the appropriate pedagogies,

modalities, and teaching performance of mathematics teachers under new normal.

The researcher will utilize the descriptive type of research that will focus on the

following theoretical framework based on the theories/approaches of learning (1)

constructivist, (2) inquiry based, (3) reflective, (4) collaborative and (5) integrative

approach. It will also focus on the teaching modalities of mathematics teachers under new

normal these are, (1) teaching through video lessons, (2) teaching through online classes,

(3) teaching through learning modules.

The validiy and reliability of the researcher-made questionnaire was validated

during its first administration to twenty-two (22) respondents by the statistician, Head

Teacher III of mathematics at Exequiel R. Lina National High School and the

mathematics coordinator of Sta. Maria National High School.

Data Gathering Procedures

Before the gathering of data, the researcher will solicit through letters the needed

consent from the Schools Division Superintendent. A similar permission will also be also

solicited through letters from the School Principals, and among Mathematics teachers.

The researcher will distribute the instruments through online on the following schools:

(Day 1) Exequel R. Lina High School, Eduardo L. Joson Memorial High School,

Zaragoza National High School and Carmen National High School; (Day 2) Julia Ortiz

Luis National High School, Sto. Rosario National High School, and San Ricardo National
 43

High School; (Day 3) Sibul National High School, Aliaga National High School, Vicente

R. Bumanlag High School, and Dr. Ramon De Santos High School; and (Day 4) Cuyapo

National High School, Nampicuan National High School, Triala National High School,

and Pacac National High School. The instrument will be uploaded in the Google Forms.

As mandated by the executive order of Inter-Agency Task Force (IATF) on Emerging

Infectious Diseases, social gathering or close -contact must be prohibited; in compliance

of the order, Google Form will beas utilized which is an online platform from Google.

There were also printed copies that will be distributed to those teachers-respondents who

will did not able to answer in the Google Forms. Assistance of school heads will be

requested to ensure the success of the administration and retrieval of the data gathering

tool.

Total enumeration sampling technique was used in the study. Beforehand the

researcher will explain to the teachers the directions for answering the questionnaires.

After submitting the questionnaires, the researcher will collect all the answers from the

teacher-respondents then, results will be tallied and assessed using the same scale. After

data gathering, the researcher will seek the expertise of a statistician for the objective and

scientific treatment of data.

Data Analysis
 44

The statistical tool to be utilized on this study are the following: Table of

frequency count, percentage, and means which are intended for demographic profile of

the respondents. Moreover, Pearson’s product moment correlation coefficient will be

used in determining the significant relationship of socio-demographic profile, teaching

pedagogies, and teaching modalities to teaching performance under new normal. In

analyzing the result of the gathered data, the researcher will be guided by an expert

statistician under the Graduate School of the Wesleyan University Philippines (WUP).

The statistician and researcher will utilize Microsoft Excel were used in treating

the gathered data in this study. Frequency count and percentage will be used to describe

the profile of the respondents.

Weighted mean will be used to describe the teaching pedagogies of the

respondents in teaching under new normal.

Scale Description

3.25-4.00 Always (The teaching pedagogy is

practiced all the time)

2.50-3.24 Often (The teaching pedagogy is

practiced in frequent instances)

1.75-2.49 Sometimes (The teaching pedagogy is

practiced in limited instances)

1.00-1.74 Never (The teaching pedagogy is not

practiced at all)
 45

To describe the teaching modalities of the respondents, the following Likert Scale

will be used.

Scale Description

3.25-4.00 Always (The teaching modalities is

practiced all the time)

2.50-3.24 Often (The teaching modalities is

practiced in frequent instances)

1.75-2.49 Sometimes (The teaching modalities is

practiced in limited instances)

1.00-1.74 Never (The teaching modalities is not

practiced at all)

Lastly, Pearson r and Spearman’s rho will be used to determine if there is

significant relationship between the demographic profile of the respondents, their

teaching pedagogies, their teaching modalities and to their teaching performance under

new normal.

Chapter 3

Data Interpretation and Analysis

 46

This chapter presents the results of the study together with their analyses and

interpretations based from the statistical treatments of the data. Presentation begins with

the socio-demographic profile followed by the pedagogies of the respondents and

teaching modalities under new normal from the selected public high schools in District I,

Schools Division of Nueva Ecija. Profile of the respondents

In the context of this study, socio-demographic profile variable is categorized into

age, sex, years of teaching, and highest educational attainment. Descriptive statistics is

used to analyze and describe the data.

I.1 Age

Tabe 1.1. Respondent’s Age

Age Range Frequency Percentage

21 to 30 57 43.85

31 to 40 42 32.31

41 to 50 21 16.15

51 to 60 10 7.69

Total 130 100.00

Table 1.1 shows that distribution of respondents age ranges from 21-60 years

old. The data shows that there are 57 mathematics teachers from ages 21-30 years old

with a percentage of 43.85%, followed by 42 of them are from ages 31-40 years old with

a percentage of 32.31%, while 41-50 years of age have 21 respondents with a percentage

of 16.15% and the last 10 were from ages of 51-60 years old with a percentage of 7.69%.
 47

The data revealed that the majority of respondent’s ages from to ages 21-30 years old

while the minority of respondent’s ages from 51-60 years old.

Flores (2019) discovered that 48.8% of mathematics teachers in the division of

city schools are in the age bracket of 29-35, implying that mathematics teachers in the

division of city schools are relatively young. This result could be due to the fact that

some of the older teachers have already retired, while others may have considered

teaching abroad or other careers for a greener pasture.

I.2 Sex

Table 1.2. Respondent’s Sex

Sex Frequency Percentage

Male 53 40.77

Female 77 59.23

Total 130 100

Table 1.2 shows that 77 or 59.23% of respondents were females while 53 or

40.77% were males. The data revealed that most of the respondents who answered the

questionnaire were females. This implies that when the time of the data gathering females

were the primary respondents who answered the questionnaire and completed the number

of respondents needed in the study.

Flores (2019) found that the majority of teacher respondents are female, with 26

percent (53.4 percent) being female and only 15 percent (36.6 percent) being male. The

findings show that the teaching profession is still dominated by women. Similarly,

Refugio (2020) showed in his study that more women teachers outnumbered the male
 48

teachers in the academe. One assumption could be that there are more females than males

in today's population.

Years of Teaching

Table 1.3. Years of Teaching of Respondents

Years of Teaching Frequency Percentage

1 to 9 101 77.69

10 to 19 15 11.54

20 to 29 9 6.92

30 years and above 5 3.85

Total 130 100

Table 1.3 shows the distribution of years of teaching experience of the

respondents. The table shows that 101 respondents are ranges from 1-9 years of teaching

experience or 77.69%, while 15 respondents are ranges from 10-19 years of teaching

experience, followed by 9 respondents are ranges from 20-29 years of teaching experinec

or 11.54 % and lastly, there are 5 respondents are age 30 years and above with a

percentage of 3.85. The data reveald that the majority of the respondents are mellenials

while the minority of respondetns are fully trained in teaching.

In the study of Ragma (2017) his found that that approximately 40% of

mathematics teachers in their school district have been on the job for no more than five

years. It means that a greater number of teachers, particularly in mathematics, are

obtaining experience in the discipline.

 49

Highest Educational Attainment

Table 1.4. Highest Educational Attainment of the Respondents

Years of Teaching Frequency Percentage

Bachelor’s degree 18 13.85

MA Units 45 34.62

Complete Academic Requirement (MA) 47 36.15

MA Degree Holder 14 10.77

Doctorate Units 4 3.08

Complete Academic Requirements 1 0.77

(Doctorate)

Doctorate Degree Holder 1 0.77

Total 130 100

The table 1.4 shows the distribution of highest educational attainment of the the

respondents. The data revealed that 36.15 percent of the respondents had completed

master’s academic requirement, followed by 34.62 percent who have MA units, then

13.85 percent with bachelor’s degree, while 10.77 percent finished their master’s degree,

while 3.08 percent have doctorate units, and both have 0.77 percent who have complted

doctorate academic requirements and finished doctorate degree.

The data revealed that most of the respondents have completed their masteral

academic requirement while only few of the respondents have finished their master’s
 50

degree and only one finished their doctorate degree. This is contrast with the study of

Refugio (2020) where the percentage of mathematics teachers in Ayungon District 2 do

not prioritize continuing their studies because graduate education is expensive, and

teachers' take-home compensation is insufficient to allow them to attend school and

pursue a graduate degree.

2. Pedagogies of the respondents

The pedagogies of the respondents includes constructivist, inquiry-based,

reflective, collaborative and integrative approach.

Pedagogy is the center of the teaching-and-learning process. It equips students to

face new difficulties and build life skills, therefore educators must assess and adapt

classroom pedagogies (Peterson, A., Dumont, H., La Fuente, M., & Law. N. 2018) while

Bhowmik, M., Banerjee, B., & Banerjee, J. (2013) firmly stated that pedagogy displays

teaching strategies that support academic rendezvous, connectedness to the wider world,

supportive classroom environments and appreciation of difference, should be applied

across all key learning, and subject areas.

In the Philippines, the innovative pedagogies were based at Republic Act No.

10533 also known as “Enhanced Basic Education Act of 2013” stating under Section 5:

Curriculum Development that, “The curriculum shall use pedagogical approaches that are

constructivist, inquiry-based, reflective, collaborative and integrative.” These pedagogies

were based form the different classical learning theories.

 51

2.1. Constructivist

Constructivism is the theory that says learners construct knowledge rather than

just passively take in information. As people experience the world and reflect upon

those experiences, they build their own representations and incorporate new

information into their pre-existing knowledge (schemas).

Table 2.1 Constructivist Pedagogy

Constructivist Weighted Verbal

Mean Description

2.1.1. I consider the learner’s mental capability in 3.29 Always

handling a specific task in mathematics.

2.1.2. My lesson always lets the learners critically 3.15 Often

used theirknowledge in solving mathematical
equation/problem in critical way.

Overall Weighted Mean 3.22 Often

Table 2.1 shows that most of the respodents always consider their learner’s

mental capability in handling a specific task in mathematics with 3.29 weighted mean,

while they often lets their learners critically used their knowledge in solving

mathematical equation/problem in critical way with their lesson with 3.5 weighted mean,

with an overall weighted mean of 3.22.

The data revealed that most mathematics teachers employed activities and tasks

that challenge learners’ mental capability in handling tasks in their daily lessons and they

often let learners to think critically in solving mathematics problem, which means they
 52

often used constructivist pedagogy. According to Vygotsky (1929) when constructivism

is oftenly used we learn to practice our thinking process, rather than our memorization

and recitation of quantity of information. From his perspective, learners construct

meaning from reality but not passively receive what are taught in their learning

environment. Therefore, constructivism means that learning involves constructing,

creating, inventing, and developing one’s own knowledge and meaning. Thus the role of

mathematics teacher is a facilitator who provides information and organizes activities for

learners to discover their own learning.

2.2 Inquiry- Based

The term inquiry-based learning appeared with increasing occurrence in

educational policy and curriculum documents related to mathematics and science

education over the past time, indicating a key educational trend. We go back to the origin

of inquiry as a pedagogical concept in the work of Dewey (e.g. 1916, 1938) to analyze

and discuss its migration to mathematics education. For conceptualizing inquiry-based

mathematics education (IBME) it is important to analyze how this concept echoes with

already well-established theoretical frameworks in mathematics education.

Table 2.2 Inquiry-Based Pedagogy

Inquiry-Based Weighted Verbal

Mean Description

2.2.1 I ask the learners challenging questions to 3.21 Often

boost their curiosity in solving math problem.
 53

2.2.2 I can handle every learner’s question in finding 3.18 Often

the algebraic equation at the same time.

Overall Weighted Mean 3.20 Often

The table 2.2 shows teacher-respondents often ask their learners challenging

questions to boost their curiosity in solving math problem with 3.21 weighted mean and

often handle every learner’s question in finding the algebraic equation at the same time

with 3.18 weighted mean, when combined the overall weighted mean is 3.20.

The data revealed that teacher-respondents employed oftenly the inquiry-based

approach in their pedagogy. To use this approach, students are given a carefully

scaffolded sequence of mathematical tasks and are asked to solve and make sense of

them, working individually or in groups and inquiry-based learning is a form of active

learning that comes in many shapes and sizes.

On the study of Kogan M and Laursen S. (2014) they found out that inquiry-based

approach has differential benefits for low-achieving students highlights their potential to

help overcome historical inequities for other groups, such as students of color and first-

generation college students—groups we could not examine in this study. Likewise,

Rooney (2012) explored and discovered in her study that inquiry-based learning approach

that it encourages higher order thinking among her students of mathematics and through

the research process, her own learning and that of her students has been transformed and

this gives her enormous satisfaction. Thus, teachers should understand how to

successfully challenge their students higher-order thinking skills by giving their time
 54

relative to various components of inquiry-based instruction to develop professional

development experiences that help teachers transition to more desired instructional

patterns, Marshall, J. C., & Horton, R. M. (2011).

2.3 Reflective

Dewey defined reflective thought as an ‘Active, persistent, and careful

consideration of any belief or supposed form of knowledge in the light of the grounds

that support it, and the further conclusions to which it tends’ (1910, p. 6) while Mathew,

P., Mathew, P., & Peechattu, P. J. (2017) defined reflective practice as a process that

facilitates teaching, learning and understanding, and it plays a central role in teachers’

professional development. When student teachers carry out systematic enquiry into

themselves, they understand themselves, their practices and their students. By constantly

looking into their own actions and experiences, they professionally grow in their own.

They also asserted that reflective practice is a cyclical process, because once an educator

starts to implement changes, then the reflective and evaluative cycle begins again. As a

result of reflection, the educator may decide to do something in a different way, or may

just decide that what she/he has been doing is the best way.

Table 2.3 Reflective Pedagogy

Reflective Weighted Verbal

Mean Description

2.3.1 I let my learners make a reflection on what 3.23 Often

 55

they have done in answering mathematics

problems.

2.3.2 I observe the learners’ status in a daily basis 3.14 Often

using any means of media platforms.

Overall Weighted Mean 3.19 Often

Table 2.3 shows the weighted mean and verbal description of the reflective

pedagogy. The data shows that teacher-respondents often the learners make a reflection

on what they have done in answering mathematics problems with weighted mean of 3.23.

Alos, they often observe the learners’ status in a daily basis using any means of media

platforms with 3.14 weighted mean, with an overall weighted mean of 3.19 which

revealed that the teacher-respondents employed reflective approach in their pedagogy.

Teachers shloud employ reflective teaching which involves examining one’s

underlying beliefs about teaching and learning and one’s alignment with actual classroom

practice before, during and after a course is taught. When teaching reflectively,

instructors think critically about their teaching and look for evidence of effective

teaching, Brooklyn (2017). Therefore, being an educator, one needs to reflect on the

experiences or activities one is doing for one’s growth and must embrace subjective

understandings of reality as a basis for thinking more critically about the impact of our

assumptions, values, and actions on others. Such practice is important to management

education, because it helps educators understand how they will constitute realities and
 56

identities in relational ways and how they can develop more collaborative and responsive

ways of managing organizations Cunliffe (2016).

2.4 Collaborative

Collaborative learning can, if designed and implemented properly, contribute to

student learning outcomes and prepare them for teamwork. Thus, it will contribute

meaningfully to (a) learning outcomes and (b) student motivation were more positive

than beliefs about the effort that students are willing to dedicate to collaborative learning,

De Hei, M. S. A., Strijbos, J. W., Sjoer, E., & Admiraal, W. (2015). Collaborative

approach consists of five fundamental elements which are: Positive interdependence,

Individual and group accountability, Interpersonal and small group skills, Face-to- face

promotive interaction, and Group processing. Also, Collaborative learning is a widely

used instructional method, but the learning potential of this instructional method is often

underused in practice but in the study of Scager, K., Boonstra, J., Peeters, T.,

Vulperhorst, J., & Wiegant, F. (2016) results showed that factors evoking effective

collaboration were student autonomy and self-regulatory behavior, combined with a

challenging, open, and complex group task that required the students to create something

new and original.

Table 2.4 Collaborative Pedagogy

Collaborative Weighted Verbal

Mean Description
 57

2.4.1. I give the learners an opportunity to do 2.98 Always

algebraic task with peers

2.4.2. I make sure that the tasks I always provide 2.98 Often
have always deal with team effort or collaboration
in locating the answers based on my topic.

Overall Weighted Mean 2.98 Often

Table 2.4 shows the results of the collaborative pedagogy, its weighted mean and

verabla description.

The results show that mathematics teachers always give the learners an

opportunity to do algebraic task with peers with 2.98 weighted mean and often make sure

that the tasks I always provide have always deal with team effort or collaboration in

locating the answers based on my topic with 2.98 weighted mean, when combined there

is an overall weighted mean of 2.98. This revealed that mathematics teachers often

employed colloborative approach in their pedagogy.

In designing effective collaborative learning activities, we need to understand

students’ perceptions about collaborative learning as lmajed, A. , Skinner, V. , Peterson,

R. , & Winning, T. (2016) explained that students’ perspectives of key factors for

facilitating positive learning within an inquiry-based collaborative learning context,

namely having a “right” mix of students and facilitating balanced participation and

interactions, especially questioning, explaining, and managing knowledge conflicts and

understanding their thinking processes when learning.

 58

Teachers must remember that the underlying principle of collaborative learning is

based upon cooperation by group members. For the effective implementation of

education, appropriate teaching learning strategies need to be selected and used,

Collaborative learning is an educational approach to teaching and learning that involves

groups of learners working together to solve a problem, complete a task, or create a

product Chandra, R. (2015). She also added that collaborative learning may be beneficial

from small-group learning because it celebrates diversity of learners: in which students

learn to work with all types of people; it also acknowledges individual uniqueness. where

students will have a variety of responses; it also develops interpersonal skills where

students learn to relate to their peers and other learners as they work together in group

enterprises; and it provides more opportunities for personal feedback because there are

more exchanges among students in small groups, students receive more personal

feedback about their ideas and responses.

2.5 Integrative Approach

According to ECU (n.p) integrative learning is an approach where the learner

brings together prior knowledge and experiences to support new knowledge and

experiences. By doing this, learners draw on their skills and apply them to new

experiences at a more complex level. Moreover, when rigorously conducted, integrative

learning embodies a more profound opportunity to prepare the young for today and

tomorrow s societies. When well-conceived, integrative learning enables students to

focus on multidimensional issues in their full complexity. It invites them to weigh, apply,
 59

and combine disciplinary insights to move beyond naive views, Boix Mansilla, V. (2008).

In addition, Ithaca College(2021) asserted that in integrative learning students must

develop the intellectual flexibility and adaptability to incorporate varied sources of

information into their decision-making and understanding of the world. Lastly, the

Association of American Colleges and Universities defines integrative learning as:

Connecting skills and knowledge from multiple sources and experiences; applying theory

to practice in various settings; utilizing diverse and even contradictory points of view;

and understanding issues and positions contextually.

Table 2.5 Integrative Approach Pedagogy

Integrative Approach Weighted Verbal

Mean Description

2.5.1. I integrate mathematics subject in other 3.02 Always

disciplines through cross-learning.

2.5.2. I mix modern art or sports in teaching 2.96 Often

mathematics.

Overall Weighted Mean 2.99 Often

Grand Overall Weighted Mean 3.12 Often

Table 2.5 shows the results of the ingrative approach, its weighted mean and

verbal description.

The results show that mathematics teachers always integrate mathematics subject

in other disciplines through cross-learning with 3.02 weighted mean while they often mix
 60

modern art or sports in teaching mathematics with 2.96 weighted mean, when combined

there is 3.12 overall weighted mean. This proved that mathematics teachers often utilized

integrative approach in their pedagogy.

Integrative teaching has positive outcomes in the K-12 environment especially in

the psychomotor, cognitive, and affective domains and has benefits which include,

improved academic performance, opportunity to participate in typical experiences of

childhood, and gaining confidence to pursue inclusion in other settings.

Regardless of the subject area, an integrative learning environment places student

in a network of interconnected activities and systems. Students teach and mentor other

students. They also practice and research with other students. Students leave transformed

and ready to be the empowered professionals we wish them to be, Ortega J. (n.p). Also,

Integrative Learning comes in many varieties: connecting skills and knowledge from

multiple sources and experiences; applying skills and practices in various settings;

utilizing diverse and even contradictory points of view; and, understanding issues and

positions contextually."

Table 2.6 Pedagogies of the respondents

Constructivist Weighted Verbal

Mean Description
 61

1. I consider the learner’s mental capability in handling a

specific task in mathematics. 3.29 Always

2. My lesson always lets the learners criticaly used their

knowledge in solving mathematical equation/problem in

critical way. 3.15 Often

Overall Weighted Mean 3.22 Often

Inquiry Based Weighted Verbal

Mean Description

1. I ask the learners challenging questions to boost their

curiosity in solving math problem. 3.21 Often

2. I can handl every learner’s question in finding the

algebraic equation at the same time. 3.18 Often

Overall Weighted Mean 3.20 Often

Reflective Weighted Verbal

Mean Description

1. I let my learners make a reflection on what they have done

in answering mathematics problems. 3.23 Often

2. I observe the learners’ status in a daily basis using any

means of media platforms. 3.14 Often

Overall Weighted Mean 3.19 Often

Collaborative Weighted Verbal

 62

Mean Description

1. I give the learners an opportunity to do algebraic task

with peers. 2.98 Often

2. I make sure that the tasks I always provide have always

deal with team effort or collaboration in locating the answers

based on my topic. 2.98 Often

Overall Weighted Mean 2.98 Often

Integrative Approach Weighted Verbal

Mean Description

1. I always integrate mathematics subject in other

disciplines through cross-learning. 3.02 Often

2. I mix modern art or sports in teaching mathematics. 2.96 Often

Overall Weighted Mean 2.99 Often

Grand Overall Weighted Mean 3.12 Often

The findings of the study revealed that most teacher-respodents oftenly employed

and utilized constructivist approach, inquiry-based approach, reflective approach,

collaborative approach, and integrative approach as their pedagogy.

Vygotsky (1929) proposed constructivism as a theory about how we learn and the

thinking process, rather than about how a student can memorize and recite a quantity of

information. On the study of Kogan M and Laursen S. (2014) they found out that inquiry-
 63

based approach has differential benefits for low-achieving students highlights their

potential to help overcome historical inequities for other groups, such as students of color

and first-generation college students—groups we could not examine in this study. On the

other hand, reflective teaching involves examining one’s underlying beliefs about

teaching and learning and one’s alignment with actual classroom practice before, during

and after a course is taught. When teaching reflectively, instructors think critically about

their teaching and look for evidence of effective teaching, Brooklyn (2017). Also,

Collaborative learning is a widely used instructional method, but the learning potential of

this instructional method is often underused in practice but in the study of Scager, K.,

Boonstra, J., Peeters, T., Vulperhorst, J., & Wiegant, F. (2016) results showed that factors

evoking effective collaboration were student autonomy and self-regulatory behavior,

combined with a challenging, open, and complex group task that required the students to

create something new and original. Lastly, Davis (2021) stated that in teaching,

integrative teaching strategy is one in which an educator presents interdisciplinary

lessons that highlight connections between disciplines rather than isolated facts and

lectures.

3. Teaching Modalities of the respondents

COVID 19 has brought dramatic change on the lives of learners and teachers as

we shifted abruptly form face-to-face classes to remote learning or distance learning

scheme. It also led to the closure of schools globally. This tested the readiness of the

academe in dealing with health crisis that requires the help of advanced technology to
 64

enable distance learning. So, educational institutions conducted several teaching and

learning modalities just to continue education.

The teaching modalities of the respondents includes teaching through video

lesson, teaching through online class and teaching through learning modules.

3.1 Teaching through Video Lesson

Educational videos and video lesson have become an important part of higher

education, providing an important content-delivery tool in many flipped, blended, and

online classes. Effective use of video as an educational tool is enhanced when instructors

consider three elements: how to manage cognitive load of the video; how to maximize

student engagement with the video; and how to promote active learning from the video,

Brame, C. J. (2016).

Table 3.1. Teaching Modalities through Video Lesson

Teaching through Video Lesson Weighted Verbal

Mean Description

3.1.1. I teach mathematics well through making video 2.89 Often

lessons.

3.1.2. I was excited in every video lesson I’ll do in 2.91 Often

teaching mathematics.

3.1.3. I demonstrate well the quadratic equation, function, 2.85 Often

and inequalities in the video lesson.

3.1.4. I enjoyed watching that is why Ican’t focus on 2.29 Sometimes

mathematics being taught.

3.1.5. I can’t make a video lesson related to math due to a 2.88 Often
 65

lack of materials to be used in making a videolesson.

3.1.6. I don’t have a good learning space that is why I 2.77 Often
can’t make the video lesson very well.

Overall Weighted Mean 2.77 Often

Table 3.1 shows the results of teching through video lessons, its weighted mean

and verbal description.

The results show that mathematics teachers often teach mathematics well through

making video lessons with weighted mean of 2.89, were oftenly excited in every video

lesson I’ll do in teaching mathematics with 2.91 weighted mean, often demonstrate well

the quadratic equation, function, and inequalities in the video lesson with 2.85 weighted

mean, oftenly, cannot make a video lesson related to math due to a lack of materials to be

used in making a videolesson with 2.88 weighted mean, and oftenly, do not have a good

learning space that is why they cannot make the video lesson very well while sometimes,

they enjoyed watching that is why they cannot focus on mathematics being taught with

2.77 weighted mean, when combined there is 2.77 overall weighted mean. This revealed

that mathematics teachers employed video lesson in their teaching modality oftenly.

Video is widely used in the context of blended learning as an effective media for

delivering educational content. Modern technology allows the rapid and economic

development of educational videos using software tools without the need of cameras or

other expensive resources Moussiades, L., Kazanidis, I., & Iliopoulou, A. (2016).

Likewise, educational videos are increasingly used to let students prepare lesson material

at home prior to in-class activities in flipped classrooms as Haagsman, M. E., Scager, K.,
 66

Boonstra, J., & Koster, M. C. (2020) discovered that pop-up questions stimulate learning

when studying videos outside class through an indirect testing effect.

3.2 Teaching through Online Class

Online courses or class have become commonplace in the onset of the

pandemic. While the popularity on online courses is growing, there are still many

questions regarding the effectiveness of such courses in facilitating learning outcomes.

But, Limperos, A. M., Buckner, M. M., Kaufmann, R., & Frisby, B. N. (2015) found in

their study that that online lectures presented in a multimodal format were better at

facilitating positive student experiences with instructors, as well as perceived and actual

learning than lectures that contained only one mode of information. And with the

advances in technologies and social media, distance learning is a new and rapidly

growing approach which resulted to significant satisfaction among learners as evident to

their academic performance as they show active participation in learning sessions, using

multimedia and devoted adequate time for their sessions, Al-Balas, M., Al-Balas, H. I.,

Jaber, H. M., Obeidat, K., Al-Balas, H., Aborajooh, E. A., ... & Al-Balas, B. (2020).

Tabe 3.2: Teaching Modalities through Online Class

Teaching through Online Class Weighted Verbal

Mean Description

3.2.1. I was excited teaching mathematics through online 3.12 Often

class.

3.2.2. I always want to conduct an online class because I 3.12 Often

can teach my students directly about the part of the lesson
that they can’t understand.

3.2.3. I can’t make mathematics online class because I 2.96 Often

 67

don’t have the gadget to use.

3.2.4. The noise from the outside affects my focus during 2.99 Often
an online class.

3.2.5. I am shy to conduct online class in mathematics. 2.06 Sometimes

3.2.6. I am not well equipped in using different 2.85 Often

application that is why I can’t conduct online class in
mathematics.

Overall Weighted Mean 2.85 Often

Table 3.2 shows the results of teaching modality through online class, its

weighted mean dna verbal description.

The data revealed that mathematics teachers often feel excitement in teaching

mathematics through online class with 3.12 weighted mean, often want to conduct an

online class because they can teach my students directly about the part of the lesson that

they cannot understand with 3.12 weighted mean, often affect by noise from the outside

and affect their focus during an online class with 2.99 weighted mean, often they think

they are not well equipped in using different application that is why they cannot conduct

online class in mathematics with 2.85 weighted mean, and sometimes shy to conduct

online class in mathematics with 2.06 weighted mean, when combined there is an overall

weighted mean of 2.85. This concluded that mathematics teachers often employed online

class in their teaching modality.

Online learning has become entrenched in the educational scene. It is only

expected to grow during the coming years as more students demand it and as more

faculty accept it, Perry, E. H., & Pilati, M. L. (2011) because online learning modalities
 68

encourage student-centered learning and they are easily manageable during this lockdown

situation, Mukhtar, K., Javed, K., Arooj, M., & Sethi, A. (2020).

3.3 Teaching through Learning Modules

A learning module is a rationally structured assortment of learning content.

Theoretically, it is similar to a chapter in a textbook. These modules are printed teaching

materials designed to be studied independently by learning participants.

Self-learning is a way of learning that is tailored to the person. Face-to-face

instruction is becoming obsolete, while online education is gaining popularity. Self-

learning modules are developed so that the student has complete control over what, how,

when, and where they study. This flexibility is a crucial feature of the open learning

process. Other means of training are gradually fading with the arrival of information

technology for communication. The student is becoming increasingly acclimated to non-

formal education, resulting in a preference for self-learning approaches. The majority of

printed resources on the market are designed for self-study, Sequeira, A. H. (2012).

Tabe 3.3: Teaching Modalities through Learning Modules

Teaching through Learning Modules Weighted Verbal

Mean Description

3.3.1. I can focus facilitating mathematics through 2.98 Always

modular learning.

3.3.2. I can instruct well solving mathematical problems 2.86 Often

through modular learning.

3.3.3. I can guide my students in answering their sel- 3.05 Often

learning module using fundamentals of mathematics..
 69

3.3.4. I cannot understand the lesson in the self-learning 2.96 Sometimes

module because the instruction in the module is not clear
to me.

Overall Weighted Mean 2.2.96 Often

Grand OverallWeighted Mean 2.86 Often

Table 3.3 shows the results of teaching through learning modules, its weighted

mean and verbal description.

The table shows that mathematics teachers always focus facilitating mathematics

through modular learning with 2.98 weighted mean, while they often instruct well solving

mathematical problems through modular learning with 2.86 weighted mean and often

guide their students in answering their sel-learning module using fundamentals of

mathematics with 3.05 weighted mean, but they sometimes they cannot understand the

lesson in the self-learning module because the instruction in the module is not clear to

them with 2.96 weighted mean. The data shows that teaching with learning modules has

an overall weighted mean of 2.96 which means that mathematics teachers oftenly used

learning modules in theur teaching modality. Sequeira, A. H. (2012) asserted that the

student has an advantage when employing self-paced learning resources in this nonformal

style of education. There is no face-to-face interaction throughout the teaching-learning-

evaluation process. There is no set schedule or amount of lessons. To make this learning

process effective, a teacher must have a conceptual understanding of the self-learning

method as well as experience designing self-learning modules and resources to make this

teaching and learning modality effective.

 70

Table 3.3 Teaching Modalities of the respondents

Weighted Verbal

Teaching through Video Lessons Mean Description

1. I teach mathematics well through making video lessons. 2.89 Often

2. I was excited in every video lesson I’ll do in teaching

mathematics. 2.91 Often

3. I demonstrate well the quadratic equation, function, and

inequalities in the video lesson. 2.85 Often

4. I enjoyed watching that is why I can't focus on mathematics

being taught. 2.29 Sometimes

5. I can't make a video lesson related to math due to a lack of

materials to be used in making a video lesson. 2.88 Often

6. I don't have a good learning space that is why I can't make the

video lesson very well. 2.77 Often

Overall Weighted Mean 2.77 Often

Weighted Verbal

Teaching through Online Class Mean Description

1. I was excited teaching mathematics through online class. 3.12 Often

2. I always want to conduct an online class because I can teach

my students directly about the part of the lesson that they can't

understand. 3.12 Often

 71

3. I can't make make mathematics online class because I don't

have the gadget to use. 2.96 Often

4. The noise from the outside affects my focus during an online

class. 2.99 Often

5. I am shy to conduct online class in mathematics. 2.06 Sometimes

6. I am not well equipped in using different application that is

why I can't conduct online class in mathematics. 2.85 Often

Overall Weighted Mean 2.85 Often

Weighted Verbal

Teaching through Learning Modules Mean Description

1. I can focus facilitating mathematics through modular learning. 2.98 Often

2. I can instruct well solving mathematical problems through

modular learning. 2.86 Often

3. I can guide my students in answering their self-learning module

using fundamentals of mathematics. 3.05 Often

4. I cannot understand the lesson in the self-learning module

because the instruction in the module is not clear to me. 2.96 Often

Overall Weighted Mean 2.96 Often

Grand Overall Weighted Mean 2.86 Often

 72

The findings of the study revealed that teacher-respondents oftenly employed and

utilized video lessons, online class, and learning modules as their teaching modality in

the new normal.

Limperos, A. M., Buckner, M. M., Kaufmann, R., & Frisby, B. N. (2015) found in

their study that that online lectures presented in a multimodal format were better at

facilitating positive student experiences with instructors, as well as perceived and actual

learning than lectures that contained only one mode of information.

Online learning has become entrenched in the educational scene. It is only

expected to grow during the coming years as more students demand it and as more

faculty accept it, Perry, E. H., & Pilati, M. L. (2011) because online learning modalities

encourage student-centered learning and they are easily manageable during this lockdown

situation, Mukhtar, K., Javed, K., Arooj, M., & Sethi, A. (2020)

Self-learning modules are developed so that the student has complete control over

what, how, when, and where they study. This flexibility is a crucial feature of the open

learning process. Other means of training are gradually fading with the arrival of

information technology for communication. The student is becoming increasingly

acclimated to non-formal education, resulting in a preference for self-learning

approaches. The majority of printed resources on the market are designed for self-study,

Sequeira, A. H. (2012).
 73

Table 4: Teaching Performance

Range Verbal
COT Rating Description Frequency Percentage

4.500-5.00 Outstanding 59 45.38

3.500-4.499 Very 69
Satisfactory 53.08

2.500-3.499 Satisfactory 2
1.54

1.500-2.499 Unsatisfactor 0
y 0

Below 1.499 Poor 0 0

Table 4 shows the distribution of teaching performance COT rating ranges from
below 1.499-5.00.

The data shows that there are sixty-nine (69) mathematics teachers from the range

COT rating 3.500-4.499 with a percentage of 53.08%, which make the majority of the

respondents, while fifty-nine (59) of them are from COT rating ranges 4.500-5.00 with a

percentage of 45.38%. It also reveals that 2.500-3.499 have 2 respondents with a

percentage of 1.54% and the least were from below 1.499-2.499, which makes the

minority of the respondents.

Individual Performance Commitment Review Form (IPCRF) was introduced to

DepEd in 2015 for Filipino teachers. It is a broad work plan that acts as a guide for

instructors and should be developed before to the commencement of courses,

implemented prior to the start of the school year, and evaluated at the end of the school
 74

year. This is a performance evaluation tool. DepEd Order 2, S. It seeks to give complete

instructions for the adoption of the Civil Service Commission's (CSC) Strategic

Performance Management System (SPMS) in the Department of Education (DepEd)

Junio-Sabio, C., & Manalo, M. M. (2020). The objectives listed, according to Canoma

(2017) , are actually the obligations and responsibilities that each teacher must do in their

teaching service. This is a tool to see if someone is performing their tasks thoroughly,

efficiently, and on time. Within the community of professional learners, the method will

be supportive, non-threatening, fair, collegial, and self-directed. The second objective is

summative-evaluative, ensuring that

School students gain from teachers who provide high-quality teaching. The

evidence gathered, observations made, conferences, and discussions that accompany each

method are used to evaluate teacher performance. The ultimate goal of the performance

evaluation is to enhance learners' performance and learning outcomes as part of the

school's overall goals.

5. Significant relationship between respondents’ demographic profile and teaching

performance.

Table 5: Relationship Between Respondents’ Demographic Profile and Teaching

Performance.

Teaching Performance
Socio-Demographic
Profile r-value p-value Interpretation
No Significant
Age .172 .050 relationship
 75

No significant
Sex .042 .631 relationship

Years of Teaching
.234** .007 Significant relationship

Highest
Educational
Attainment .335** .000 Significant relationship
*correlation is significant @ 0.01 level; (2-tailed)

Table 5 shows the relationship between the socio-demographic profile and

teaching performance under new normal.

The data shows that in terms of years of teaching experience and highest

educational attainment has a significant relationship with the P-value of .234**

and .335**, while in terms of age and sex has no significant relationship with the P-value

of .050 and .631. Therefore, the findings reveals that there is a high significant

relationship between years of teaching experience and highest educational attainment to

teaching performance of the respondents. Also, the P-value of age and sex has no

significant relationship to teaching performance. Thus, the null hypothesis is rejected.

Individual performance refers to a collection of individual activities and behaviors

that contribute to the achievement of organizational objectives. "The amount to which

work is done well" is one of the most basic definitions of individual performance.

Employee performance evaluation is critical not only for improved school management,

but also for facilitating science development services. As a result, strong individual

performance indicates that the teacher has accomplished work-related obligations to a

 76

satisfactory level or to the level required by school administration, Novitasari, D.,

Yuwono, T., Cahyono, Y., Asbari, M., Sajudin, M., Radita, F. R., & Asnaini, S. W.

(2020).

Selamat, N., Samsu, N. Z., & Kamalu, N. S. M. (2013) asserted that teachers'

work performance is defined as a teacher's behavior during the teaching process, and it is

linked to their efficacy. It is claimed that a student's strong performance is dependent on

their teachers' effective teaching. As a result, it is critical to investigate the factors that

may improve instructors' work effectiveness in the classroom.

Table 6: Significant correlation between the pedagogies and teaching performance

under new normal

Teaching Performance

Teaching
r-value p-value Interpretation
Pedagogies

Constructivist .252** .004 Significant relationship

Inquiry-Based .153 .083 No significant relationship

Reflective .179* .042 Significant relationship

 77

Collaborative .096 .277 No significant relationship

Integrative- .166 .059

Approach No significant relationship
*correlation is significant @ 0.05 level; **correlation is significant @ 0.01 level

Table 6.1 shows the correlation between the pedagogies and teaching

performance under new normal.

The table shows that in terms of constructivist approach and reflective approach

has a significant relationship with the P-value of .004 and .042, while in terms of inquiry-

based approach , collaborative approach, and integrative approach has no significant

relationship with the P-value of .083, .277 and .059. Therefore, the findings reveals that

there is a significant relationship between constructivist approach and reflective approach

to teaching performance of the respondents. Also, the inquiry-based approach,

collaborative approach and integrative approach has no signicant relationship to teaching

performance.

Thus, there are only two approaches which are significantly correlated to teaching

performance namely, constructivist and reflective pedagogies. The data revealed that the

more the constructivist and reflective pedagogiesare utilized, the higher the teaching

performance. Thus, the null hypothesis is rejected.

 78

Taniredja, T., & Abduh, M. (2016) in their study, they discovered that there was a

significant correlation between teachers' pedagogical abilities and their performance,

according to the research findings. Because pedagogical competence is defined as the

ability to manage students' learning processes, which includes student knowledge,

learning planning, execution, and evaluation, there is a strong link between pedagogical

competence and teacher performance. They also revealed that there was a substantial

association between professional competence and teacher performance, according to

study. Lastly, they asserted that there was a significant relationship between the teaching

moadlity and the teacher’s performance. The evidence gathered, observations made,

conferences, and discussions that accompany each method are used to evaluate teacher

performance. The ultimate goal of the performance evaluation is to enhance learners'

performance and learning outcomes as part of the school's overall goals.

7. Significant relationship between respondents’ teaching modalities and teaching

performance

Table 7 Significant relationship between respondents’ teaching modalities and teaching

performance

Teaching Performance

Teaching Modalities r-value p-value Interpretation

Teaching through Video

Lessons -.014 .878 No significant relationship
 79

Teaching through Online

Classes .127 .153 No significant relationship

Teaching through Learning

Modules .097 .27 No significant relationship

Table 7: Significant correlation between the teaching modalities and teaching

performance under new normal

The table shows that in terms of teaching through video lessons with P-value

of .878, teaching through online class with P-value of 1.53 and teaching through learning

modules with P-value of .27 are no signinificant relationship with the teaching

performance of the respondents. Thus, the findings revealed that teaching modalities and

teaching performance of the respondents has no significant relationship. Thus, the null

hypothesis is accepted.

Novitasari, D. et al. (2020) revealed that good individual performance indicates

that the teacher has accomplished work-related obligations to a satisfactory level or to the

level expected by school administration however they indicated that the teachers’

performance had no significant relationship from their chosen teaching modality. On the

other hand, Yao, J., Rao, J., Jiang, T., & Xiong, C. (2020) selecting two or more

modalities increase teachers’ achievement while increasing teacher-student

communication. Furthermore, they added that online teaching in supplement with other
 80

teaching modalities create an effective teaching strategy that will eventually boost the

teachers’ performance that will effectively fulfill educational objectives.

Teaching performance evaluation, as an important part of campus activities,

scientifically and effectively uses teaching information as well as information about

teacher and student interactions to evaluate teachers' teaching performance, which helps

to motivate teachers' work enthusiasm, improve teaching quality, and improve school

core competitiveness. The smart campus evaluation of teaching performance examines

the inadequacies of traditional evaluation methods and proposes that teaching

performance evaluation be combined with new technologies. Teacher performance

evaluation is traditionally founded on the principles of thoroughness, three-

dimensionality, and internal and external integration. The findings show that using the

intelligent campus data platform and the three algorithms together can effectively

evaluate teachers' teaching performance and make the evaluation results of teachers'

professional titles more relevant, which can be used as a theoretical basis for decision-

making and provide a new method for evaluating system results (Xu, X., Wang, Y., &

Yu, S. (2018).

Conclusions

After careful analysis and evaluation of the data presented in this study; the

following conclusions were drawn:

 81

1. A great number of the teacher-respondents were from ages 21-30 years old;

male teacher-respondents outnumbered the female teacher-respondents; majority of the

teacher-respodents were beginner teachers with only 1-9 years of teaching experience;

lastly, most of the teacher-respondents had completed their master’s degree academic

requirement.

2. The findings of the study revealed that most teacher-respodents oftenly

employed and utilized constructivist approach, inquiry-based approach, reflective

approach, collaborative approach, and integrative approach as their pedagogy.

3. The findings of the study revealed that teacher-respondents oftenly employed

and utilized video lessons, online class, and learning modules as their teaching modality

in the new normal.

4. The data revealed that most of mathematics teachers obtained or rating

between 3.500-4.499 which implied that they scored very satisfactory in their Classroom

Observation Tool.

5. The null hypothesis stating that there is no significant relationship between

respondents’ demographic profile and teaching performance was rejected. Thus, there is

no significant relationship between respondents’ demographic profile and teaching

performance under new normal.

6. The null hypothesis stating that there is no significant correlation between the

pedagogies and teaching performance under new normal was rejected. Therefore, there is

no significant relationship between pedagogies and teaching performance under new

normal.
 82

7. The null hypothesis stating that there is no significant relationship between

respondents’ teaching modalities and teaching performance under new normal was

accepted. Therefore, there is no significant relationship between respondents’ teaching

modalities and teaching performance under new normal.

Recommendations

Based from the results of the study and conclusions drawn, the following

recommendations are hereby given:

1. Mathematics teachers should continue their education as it will help them grow

mentally and professionally that will be of great help to their learners.

2. Mathematics teachers should always employ and utilize constructivist

approach, inquiry-based approach, reflective approach, collaborative approach, and

integrative approach in their pedagogy to improve their teaching performance.

3. Mathematics teachers should employ simultaneously video lessons, online

class, and learning modules as their teaching modality in the new normal to improve their

teaching performance.

4. Mathematics should strive more and improve their teaching skills, methodology

and modalities to obtain an outstanding score in their classroom observation tool.

5. Since the findings revealed that there is no significant relationship between

respondents’ demographic profile and teaching performance, teachers should have more
 83

teaching experience and continue their education because these variables can affect their

teaching performance.

6. Since the findings revealed that there is no significant correlation between the

pedagogies and teaching performance under new normal thus, mathematics teachers can

select whatever teaching pedagogy they think is best for their teaching performance and

learners.

7. Since the findings revealed that there is no significant relationship between

respondents’ teaching modalities and teaching performance under new normal thus,

mathematics teachers can select whatever teaching modality they think is best for their

teaching performance and leaners.

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APPENDIX

Modalities, Pedagogies, and Teaching Performance of Mathematics Teachers

Under New Normal

Sample Questionnaire

Part I. Profile

Directions: Please check/supply the appropriate information needed.

Name (Optional): ______________________________

1.1. Age

1.2. Sex
 97

o Male

Female

1.3. Years of Teaching

1.4. Educational Attainment

Bachelor’s degree

With MA units

Completed Academic Requirements in Master’s Degree

Master’s Degree

Completed Academic Requirements in Doctoral Degree

5-1Doctoral Degree

Part II. Directions: Using the scale provided, kindly describe the pedagogies that you

encounter as a Mathematics teacher given each item.

Scale Description

3.25-4.00 Always (The teaching pedagogy is

practiced all the time)

2.50-3.24 Often (The teaching pedagogy is practiced

ininfrequentnstances)

1.75-2.49 Sometimes (The teaching pedagogy is

practiced in limited instances)

1.00-1.74 Never (The teaching pedagogy is not

 98

practiced at all)

Table 1. The Pedagogies of the Respondents

2.1. Constructivist 4 3 2 1

2.1.1. I consider the learner’s mental capability in handling a

specific task in mathematics.

2.1.2. My lesson always lets the learners critically used their

knowledge in solving mathematical equation/problem in critical

way.

2.2. Inquiry Based 4 3 2 1

2.2.1. I ask the learners challenging questions to boost their

curiosity in solving math problem.

2.2.2. I can handle every learner’s question in finding the algebraic

equation at the same time.

2.3. Reflective 4 3 2 1
 99

2.3.1. I let my learners make a reflection on what they have done in

answering mathematics problems.

2.3.2. 2 I observe the learners’ status in a daily basis using any

means of media platforms.

2.4. Collaborative 4 3 2 1

2.4.1. I give the learners an opportunity to do algebraic task with

peers.

2.4.2. I make sure that the tasks I always provide have always deal

with team effort or collaboration in locating the answers based on

my topic.

2.5. Integrative Approach 4 3 2 1

2.5.1. 1 I integrate mathematics subject in other disciplines through

cross-learning.

2.5.2. I mix modern art or sports in teaching mathematics.

 100

Part III. Directions: Using the scale provided, kindly describe the teaching modalities

that you encounter as a Mathematics teacher given each item.

Scale Description

3.25-4.00 Always (The teaching modality is

practiced all the time)

2.50-3.24 Often (The teaching modality is practiced

frequently)

1.75-2.49 Sometimes (The teaching modality is

practiced in limited instances)

1.00-1.74 Never (The teaching modality is not

practiced at all)

Table 2. The Teaching Modalities of the Respondents During the Remote Learning.

3.1. Teaching through Video Lessons 4 3 2 1

3.1. 1. I teach mathematics well through making video lessons.

3.1.2. I was excited in every video lesson I’ll do in teaching

mathematics.

3.1.3. I demonstrate well the quadratic equation, function, and

inequalities in the video lesson.

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3.1.4. I enjoyed watching that is why I can't focus on mathematics

being taught.

3.1.5. I can't make a video lesson related to math due to a lack of

materials to be used in making a video lesson.

3.1.6. I don't have a good learning space that is why I can't make

the video lesson very well.

3.2. Teaching through Online Class 4 3 2 1

3.2.1. I was excited teaching mathematics through online class.

3.2.2. I want to conduct an online class because I can teach my

students directly about the part of the lesson that they can't

understand.

3.2.3. I can't make make mathematics online class because I don't

have the gadget to use.

3.2.4. The noise from the outside affects my focus during an

online class.

3.2.5. I am shy to conduct online class in mathematics.

3.2.6. I am not well equipped in using different application that is

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why I can't conduct online class in mathematics.

3.3 Teaching through Learning Modules 4 3 2 1

3.3.1. I can focus facilitating mathematics through modular

learning.

3.3.2. I can instruct well solving mathematical problems through

modular learning.

3.3.3. I can guide my students in answering their self-learning

module using fundamentals of mathematics.

3.3.4. I cannot understand the lesson in the self-learning module

because the instruction in the module is not clear to me.

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Letter to the Office of the Schools Division Superintendent

November 26, 2021

JESSIE D. FERRER
Schools Division Superintendent
Schools Division of Nueva Ecija, Sta. Rosa, Nueva Ecija

Sir:

Greetings in the sacred name of our Savior and Redeemer!

True enough that it is a great to be a pleasure to be in the institution where the maximum effectiveness and
efficiency of the teachers is one on the main priorities. In the same vein, the herein undersigned currently enrolled at
Wesleyan University – Philippines as a graduate school student taking up Masters of Arts in Education major in
Mathematics. In this regard, I am earnestly requesting for your approval to win cooperation and indulgence of the
School Principals in selected 15 public secondary schools in District I of Nueva Ecija. Moreover, as instructed by WU-
P Graduate School, please allow me to conduct my data gathering through different online platforms and other modes
so that I may be able to pursue this even in the midst of this very challenging and trying times. Rest assured that the
administration and analysis of the results of this research instrument will conf

orm to the highest ethical standards for the respondents’ and institution’s security.

Attached herewith is the copy of the approved manuscript entitled “Modalities, Pedagogies, and Teaching
Performance of Mathematics Teachers under New Normal.”

Thank you very much in anticipation that this request merits your most favorable response.

Respectfully,

JERBEE M. YASAY
Researcher

Noted:

Dr. FLORENTINO O. RAMOS, JR.

Adviser

Approved:

JOHN MARK F. BONDOC

Dean, College of Education
 104

Letter to the Office of the School Principal

November 26, 2021

___________________________
___________________________
___________________________

SirMadam:

Greetings in the sacred name of our Savior and Redeemer!

True enough that it is a great to be a pleasure to be in the institution where the maximum effectiveness and
efficiency of the teachers is one on the main priorities. In the same vein, the herein undersigned currently enrolled at
Wesleyan University – Philippines as a graduate school student taking up Masters of Arts in Education major in
Mathematics. In this regard, I am earnestly requesting for your approval to win cooperation and indulgence of your
mathematics teachers. Moreover, as instructed by WU-P Graduate School, please allow me to conduct my data
gathering through different online platforms and other modes so that I may be able to pursue this even in the midst of
this very challenging and trying times. Rest assured that the administration and analysis of the results of this research
instrument will conform to the highest ethical standards for the respondents’ and institution’s security.

Attached herewith is the copy of the approved letter of indorsement from the Schools Division Office
received and approved by Sir Jessie D. Ferrer, Schools Division Superintendent.

Thank you very much in anticipation that this request merits your most favorable response.

Respectfully,

JERBEE M. YASAY
Researcher

Noted:

Dr. FLORENTINO O. RAMOS, JR.

Adviser

Approved:

JOHN MARK F. BONDOC

Dean, College of Education