Effects of Asynchronous Modality of Learning on Students’ Achievement in Learning Mathematics among Grade 9 Students
Main Article Content
Abstract
Background/Objectives: In hurdling the fast-changing times of educational system especially in the midst of Covid-19, teachers should be more familiar with technological advancements that can easily personalize their asynchronous learning materials to accommodate different learning styles. This study investigates the effect of asynchronous modality of learning on students’ achievement in learning Grade 9 Mathematics.
Methods/Statistical analysis: Research design is descriptive and quasi-experimental. Convenience sampling technique was adopted. Pre-test and post-test were administered from 277 Grade 9 students in Zambales National High School.
Findings: Study findings revealed that the students performed fairly satisfactory using asynchronous platform during pre-test while achieved satisfactory rating on post-test. There was significant difference on student’s achievement between pre-test and post-test on quadratic equations using asynchronous platform. The respondents agreed on the effects of asynchronous modality of learning using DepEd TV. Mathematics intervention program has been developed based on the appraisal of respondents on the use of DepEd TV as a tool for asynchronous modality of learning.
Improvements/Applications: These findings imply the need to utilize locally produced video lessons as valid intervention material in teaching Mathematics.
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