Articles

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

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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.

Academically Challenged Students in Mathematics in Modular Distance Learning

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This phenomenological study sought to explore the lived experiences of the low-performing students in terms of the benefits, challenges, and coping strategies in a modular distance learning modality. The focused group interview was used with the purposively chosen respondents and employed triangulation of data to validate their responses. Results show that flexibility of learning, self-paced learning, access to technology, and simplified concepts and outputs were the benefits of MDL. However, lack of interaction with teachers and procrastination are the common challenges that these students have encountered and tried to cope up with. They have adopted positive methods and strategies to manage their difficulty in learning mathematics like self-motivation, seeking support, online information sources, and time management have been essential in studying in this modality. Learning mathematics is formally learned best in school but some of the students displayed positive engagement with MDL and further research should be conducted in that regard.