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Keywords: Mathematical Skills, Stress and Trauma, Instructional Practices, Pandemic, Covid - 19, Blended Type of Learning, Adaptability

This study aims to determine the factors that influence students' ability to adapt their mathematical skills during blended learning. The document discusses how the pandemic has disrupted math education more than other subjects due to students receiving less help from parents on math and increased math anxiety exacerbating other stresses. The researchers will survey students, teachers, and parents to understand how they deal with math problems during the pandemic and analyze the results.

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Jofel Christian F Meneses
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26 views1 page

Keywords: Mathematical Skills, Stress and Trauma, Instructional Practices, Pandemic, Covid - 19, Blended Type of Learning, Adaptability

This study aims to determine the factors that influence students' ability to adapt their mathematical skills during blended learning. The document discusses how the pandemic has disrupted math education more than other subjects due to students receiving less help from parents on math and increased math anxiety exacerbating other stresses. The researchers will survey students, teachers, and parents to understand how they deal with math problems during the pandemic and analyze the results.

Uploaded by

Jofel Christian F Meneses
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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ABSTRACT

This study aims to determine the factors that influence the adaptability of students in enhancing

their Mathematical skills in a blended type of learning. Disruption in schools has meant disruption in

testing, so it’s been hard to pin down exactly how much the school closures and transitions in and out of

virtual learning have affected students’ learning—but the evidence so far doesn’t bode well, particularly

in math. Hence, Math may be more sensitive to pandemic-related schooling disruptions for a few reasons:

 Unlike reading, math is almost always formally learned at school. Parents are often less well-

equipped to help their children with math, at a time when parent support can be even more crucial

to student progress.

 Broader stress and trauma related to the pandemic may worsen existing math anxiety in some

students, and math anxiety can exacerbate students’ other stress while in class.

 It can be more challenging for teachers to engage in effective math instructional practices via

remote platforms.

With this research, the researchers will be going to find their respondents – students from

intermediate to senior high school level, teachers and parents, then try to find out what are their ways to

deal with mathematical problems in this kind of situation. Research wouldn’t be successful without using

any instrument, therefore, google forms and messenger surveys will serve as instruments to conduct an

interview in the presence of precarious Covid - 19. Data collected will be analyzed to come up with a

valid and reliable results on this research.

Keywords: mathematical skills, stress and trauma, instructional practices, pandemic, Covid – 19,

blended type of learning, adaptability

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