Practices and Challenges Encountered by Secondary Mathematics Teachers in Limited Face-To-Face Learning Modality in Zone IV, Division of Zambales

Abstract

This research studied the practices and challenges encountered by Secondary Mathematics teachers during limited face-to-face learning modality in Zone IV, Division of Zambales for the school year 2021–2022. It utilized a descriptive quantitative research design with a questionnaire as the main instrument. Results showed that teachers strongly agreed on the indicated practices on Health and Safety Protocols; Accessibility, Teacher Performance; Teaching Strategy, and ICT Access and Use. They disagreed with challenges related to Class Scheduling, Teaching and Learning Delivery, Assessment of Students’ Performance; but agreed that Class structuring and Management posed difficulties for effective discussions and student engagement. However, there is no significant difference between the appraised practices and challenges when grouped according to age, gender, teaching position, years in teaching, and average number of hours rendered in mathematics class weekly. There exist significant differences on the perceived practices among respondents handling Grades 7, 10, and 11. Post Tukey HSD tests and the Games-Howell test indicate that Grade 7 and Grade 11 groups differ significantly with their perceived practices of limited face-to-face modality. Therefore, the grade level to which the teachers are assigned has an impact on how they perceive the implementation of the limited face-to-face modality. Lastly, there is no significant relationship between assessed practices and perceived challenges faced by the teachers in the conduct of limited face-to-face learning modality and the correlation that was established was negligible negative correlation, suggesting that teachers who strongly agreed on the indicated practices tend to have low perceived challenges