Mathematical Demands for Junior High Students During COVID-Induced Distance Learning

Abstract

This research evaluated the engagement of Grade 7 and 8 learners of Liloan National High School on these Mathematical Demands in COVID-Induced Modular Distance Learning (MDL) during the last three (3) academic quarters of the school year 2020- 2021 as the basis for the Enhanced MDL Engagement Plan. Three hundred eleven respondents were asked to answer the survey questionnaires to assess their affective beliefs and engagement in the mathematical demands during the COVID-Induced. At the same time, their performance was evaluated using their math grades. The data gathered were treated using weighted mean, standard deviation, and Spearman Rank Order Correlation. Results revealed that the respondents have a positive affective belief and a high engagement in the mathematical demands, with satisfactory performance in mathematics. Furthermore, there were significant relationships between the attitudes and interests of the respondents with their performance; management of tasks and time and strong will and motivation and their performance; attitudes, interest, valuing mathematics and their focus in learning the lessons; attitudes, interest, valuing mathematics and their management of tasks and time; attitudes, interest, behaviour, valuing mathematics and working independently; attitudes, interest, valuing mathematics and their strong will and motivation. Thus, a proposed modular distance learning engagement plan is highly recommended for adoption.