数学教师对网络学习实施障碍的看法

Alcher J. Arpilleda, Milagrosa P. Resullar, Reubenjoy P. Budejas, Ana Lea G. Degorio, Reggienan T. Gulle, Mark Clinton J. Somera, Roderick Sayod, Bernah Rizza May A. Galvez, Myrna D. Ariar, Emelyn S. Digal, Wilje Mae T. Angob, Joe Mark Stephen D. Atis
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引用次数: 0

摘要

数学教师在教学方面面临挑战,特别是在需要实际应用的主题上。本研究旨在确定在大流行期间实施在线学习所遇到的障碍。采用定量描述性研究设计,采用问卷调查法,以苏里高圣保罗大学12名数学教师为研究对象。用于收集数据的主要工具是Mailizar等人(2020)的改编问卷。本研究使用的统计工具包括频率计数和百分比分布、均值和标准差、方差分析。调查结果显示,受访者对已确定的在线学习实施障碍,特别是教师层面和学生层面的障碍认识不佳。因此,学校为他们在大流行期间实施在线学习提供了足够的支持。在教师水平障碍方面,教师的服务年限影响在线学习实施障碍的感知。基于研究结果,建议为教师和学生提供额外的培训和支持,以创造一个有效的在线教学和学习环境,因为教师层面和学生层面的障碍最为突出。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Mathematics Teachers' Views on Online Learning Implementation Barriers
Mathematics teachers face challenges when it comes to delivering instruction, particularly on topics that require practical applications. This study aimed to determine the barriers encountered in implementing online learning during the pandemic. A quantitative descriptive research design was employed, utilizing a survey technique, with twelve mathematics teachers from St. Paul University Surigao as participants. The primary instrument used to gather data was an adapted questionnaire from Mailizar et al. (2020). Statistical tools employed in this study included Frequency Count and Percentage Distribution, Mean and Standard Deviation, and Analysis of Variance. Findings revealed that respondents poorly perceived the identified online learning implementation barriers, specifically, the teacher-level and student-level barriers. Consequently, the school provided them with enough support for the online learning implementation during the pandemic. It is also concluded that the teachers' number of years in service affects the perception of the online learning implementation barrier in terms of the teacher level barriers. Based on the results, it is recommended that additional training and support be provided to both teachers and students to create an effective online teaching and learning environment, as the teacher-level and student-level barriers were found to be most prominent.
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