Abstract
This study looked into the effectiveness of online learning in conducting Mathematics classes. The study sought answers on the lived experiences of Mathematics teachers using online learning as delivery mode, the challenges they encountered, and the coping mechanisms to address the challenges. The study utilized phenomenological research design with seven Mathematics teachers from private schools in Kalibo, Aklan for School Year 2022-2023 purposively chosen based on inclusion criteria as participants. Through a validated interview guide administered face-to-face, results showed that the teachers were happy and comfortable in their chosen field of endeavor because of their aspiration to help students learn and love Mathematics. Likewise, they want to promote learning and make a difference in every student’s lives. The participants described their remarkable experiences as difficult yet fulfilling. Remarkable because they were able to create online learning materials that students can access anytime anywhere and fulfilling since they were able to cope and surpass in the online learning modality. Further, the challenges they face as poor/unstable internet connection and power-interruption, was embraced with their adaptability in the situation. The pandemic did not hamper the mathematics teachers’ desire to give students the learning they longed for. The program recommended may help other Mathematics teachers who would like to venture into online teaching and learning.
Keywords: Mathematics, Online Teaching, Online Learning, Challenges, Empowering Teachers in the Digital Era: Online Strategies and Tools
*This paper is presented at the 4th International Conference on Multidisciplinary Industry and Academic Research (ICMIAR) 2023
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