Lived Experiences of Grade – 11 Stem Students in Mathematics Using Modular Distance Learning

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ID: 311706
2023
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Abstract
This qualitative study explored the lived experiences of Grade – 11 STEM students in mathematics using modular distance learning. With the aim of understanding the challenges, coping strategies, support systems, emotional factors, and perceived advantages associated with this learning modality, the research design employed a phenomenological approach. Data collection involved one-on-one interviews with 12 participants, and thematic analysis was utilized to identify common themes. The findings revealed challenges in understanding complex topics, managing the modular structure, and dealing with distractions and connectivity issues. Participants adapted through self-regulated learning, utilization of online resources, and independent learning strategies. The study highlighted the importance of teacher and parental support, effective guidance, and the promotion of positive emotional experiences. The advantages identified include access to information, flexible time management, and autonomous exploration of resources. The implications of these findings would contribute to the design and implementation of educational interventions, addressing challenges, and enhancing distance learning experiences. The study concluded by offering recommendations for educators, policymakers, and researchers to optimize distance learning programs and support student success.
Reference Key
unknown2023livedexperiencesofgr Use this key to autocite in the manuscript while using SciMatic Manuscript Manager or Thesis Manager
Authors Unknown; Jerom B. Canayong; Ariel B. Mabansag; Unknown
Journal International Journal of Current Science Research and Review
Year 2023
DOI
10.47191/ijcsrr/v6-i10-09
URL
Keywords Keywords not found

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