Modular and Online Learning Satisfaction in Mathematics Amid COVID-19: Implications for New Normal Teaching Practices

Abstract

During COVID-19, ensuring that students were fulfilled with the quality of learning they received posed issues, especially for students learning mathematics in a modular and online setup. The purpose of this study is to determine the modular and online learning satisfaction in mathematics of the student- respondents, in the context of the COVID-19 pandemic. A descriptive cross-sectional research design was employed to provide a snapshot of the two hundred forty-six (246) junior and senior high student- respondents’ modular and online learning satisfaction in mathematics, along with the measured parameters. Based on the results, the respondents indicated that they were satisfied with the implemented modular learning in mathematics during the pandemic. On the online learning aspect, the respondents expressed a moderate level of satisfaction with their online learning experience. Educational institutions must innovate and keep up with the new normal teaching practices to ensure that the quality of education is sustained over time. Recommendations were also provided to assist the entire academic community in understanding how students approach the mathematics subject in the modular and online learning contexts.