Proceedings of the 8th International Conference on Modern Research in Education, Teaching and Learning
Year: 2024
DOI:
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Pedagogical Factors that Contribute to JHS Students’ Online Math Behavioral Engagement
Celestie S. Quinto De
ABSTRACT:
Several learning formats have emerged due to the onset of the pandemic towards the end of school year 2019-2020. Since the school year 2022-2023, the blended learning modality has been adapted in the delivery of instruction wherein the learning materials and activities are being provided online through the learning management system (LMS). The students are expected to actively engage in both synchronous and asynchronous learning activities. Thus, it is valuable that teaching practices are incessantly adjusted to encourage students’ involvement and participation. This is particularly important in Mathematics learning, which students have always considered challenging. For this reason, this descriptive study was conducted to identify the pedagogical factors that contribute to students’ engagement in the Module activities. Specifically, it sought to describe students’ online behavioral engagement in Mathematics and identify those teaching methods that students perceive to be useful in enhancing their engagement. Such data were gathered using the convergent parallel mixed method design, wherein the data from both the quantitative and qualitative approaches were integrated. Hence, the results of this study are geared towards making improvements in online math pedagogies, which could eventually lead to students’ greater involvement, participation, and improved math performance.
keywords: blended learning, synchronous and asynchronous, mathematics learning, pedagogical factors, online Math behavioral engagement