CONCEPTUAL UNDERSTANDING, ATTITUDE TOWARD ONLINE

LEARNING, AND INSTRUCTIONAL SUPERVISION ON

STUDENTS’ PROBLEM-SOLVING ABILITY

DAN ONG UY
DAN ONG UY
DAN ONG UY
DAN ONG UY
DAN ONG UY

A RESEARCH PROPOSAL SUBMITTED TO THE FACULTY OF THE

COLLEGE OF TEACHER EDUCATION, DON CARLOS
POLYTECHNIC COLLEGE, IN PARTIAL
FULFILMENT OF THE REQUIREMENTS
FOR THE DEGREE

BACHELOR OF SECONDARY EDUCATION MAJOR IN MATHEMATICS

FEBRUARY 2023
 TABLE OF CONTENTS

PAGE
INTRODUCTION
Background of the Study 1
Statement of the Problem 2
Objectives of the Study 3
Significance of the Study 4
Scope and De/limitation of the Study 5
Definition of Terms 6

THEORETICAL FRAMEWROK
Review of Related Literature and Studies 8
Conceptual Framework 9
Research Paradigm 10
Hypotheses of the Study 11

METHODOLOGY
Research Design 12
Locale of the Study 12
Respondents/Participants of the Study 15
Map of the Locale of the Study 16
Sampling Procedure 16
Research Instrument 16
Administration of Research Instrument and Data Gathering
Procedure 17
Statistical Treatment 17
 INTRODUCTION

Background of the Study

Teaching and learning math is already tough but the arrival of the
COVID-19 pandemic in 2020 forced universities and schools to move to
online teaching instead of the traditional face-to-face approach, and this is
likely to continue for the indefinite future or a hybrid modality may arise.
Misconceptions may arise and the willingness to learn for the subject may
lessen. It is then a challenge to the teachers to achieve the goal of molding
students to become critical thinkers and problem solvers.

As the instruction shifted to online classes or modular, mathematics

teaching becomes hard because they need to explain various processes in
systematic way for learners to understand both concept and content by
displaying the mathematical concepts, problems, and process steps of the
solutions (Karal et al., 2013). We mean systematic as a way that problems
should be accompanied with figures or illustration to enrich students’
imagination of the problem and logically arranged and presented. Milligan and
Littlejohn (2016) demonstrated that students new to online learning had higher
rates of reaching goals and persisting to overcome challenges when teacher
reinforced organizational skills, goal setting, and orientation to the classroom,
and provided consistent academic support.

In fact, the students’ mathematical performance in the Philippines,

Filipinos fared worst among 58 countries in an assessment for mathematics in
Grade 4 students. Referring to that statement, mathematics performance
should be a major concern for teachers. According to Mullis et al. (2020),
Trends in International Mathematics Science Study (TIMSS) 2019
international results in Mathematics placed Philippines at the last rank out of
58 countries. The mentioned study also revealed that only one (1) percent of
the Filipino students can apply conceptual understanding to solve problems.

Meanwhile, the Organization for Economic Co-operation and

Development (OECD, 2019) reveals that the results of Program for
 2

International Student Assessment (PISA) in the year of 2018 revealed that

Philippines ranked low in mathematics with 353 points against a 489 OECD
average. The obtained points placed Philippines in the low 70s in
mathematics and science out of 79 countries.

The same scenario is observed at a localized level. Where even after

the completion of senior high school, it is apparent that students at Don
Carlos Polytechnic College do not possess appropriate level of learning for
tertiary education as shown in their academic performance during the school
year 2020-2021. Data gathered from the students’ performance in
Mathematics in the Modern World revealed that thirty-one percent (31%) of
the students performed below average of which 6.37% performed fair, 4.85%
performed poor, 2.42% are passing and 17.75% fall below passing mark.

The said performances can be attributed to students’ poor

comprehension skills in mathematics language and the lack of appropriate
action towards instructional supervision which exacerbate students’ absence
of eagerness to learn, this is based on students’ feedback after their grades
are reported. To them, it is important that teachers should provide quality time
in supervising their learning and provide immediate feedback of their
performance.

One notable factor of students to fail solve a math problem is the lack
of the conceptual understanding. Often, students complained that the teacher
is giving examples that were not discussed, but in fact they were. This is a
depiction that students rely on a procedural understanding of solving
mathematics, they solely rely on steps and less only on concepts and this
means that concepts in mathematics were not attained (Surif et al., 2012).

Now, with the advent of virtual modality students' attitudes regarding

online learning must also be evaluated, considering that this type of learning
does not require students to travel across time zones or locations. At first
glance, this type of learning appears to be beneficial to students because they
can learn whenever and wherever they choose. Learners can access up-to-
date and appropriate instructional materials via the Internet (Songkram et al.,
2015) Students’ attitudes are also affected via the excellence and easiness of
 3

using course of online learning, usability of online learning, and students’ level
and skills in computer (Aixia, 2011). Their computer experiences, which
consists apparent self-use, gratification and effectiveness and application of
online learning play a dominant role (Liaw, 2011).

Based on observation and interview there are also complains on

teachers’ inability to give attention towards their students. Cases like
questions post by the students via online classroom are not addressed
immediately if not at all. This could be a reason why students are not
intrinsically motivated to learn math. This supports that the instructional
supervision during this trying time is apparently important that teachers should
meet the present challenges of instruction by being consciously aware and
connected to their students and their communities, as well as their own inner
struggles (Haberlin, 2020). Teachers should be patient as they meditate on
how to continually improve instructional outcomes for all students (Mette,
2020).

Furthermore, the success of students in problem solving ability is

known to be dependent on their learning in algebraic concepts (Sugiarte &
Retnawati, 2019). Students who are weak in algebra are most likely to fail in
related areas ((Jupri & Drijvers, 2016). Knowing that, George Polya’s problem
solving technique is a technique that is studied today and even before and
where most of the studies about problem solving is anchored (Yushau et al.,
2020), it was used as a guide in adapting problem-solving questions that will
contain algebraic concepts.

In cognitive psychology it is believed that students taught to develop

conceptual understanding will be more proficient at problem solving, this is
according to Omrod as cited by Andamon and Tan (2018). This means that
learning must entail conceptual understanding for it to be meaningful and for it
to facilitate problem solving. In fact, the result of the study conducted by Al-
Mutawah et al. (2019) show that there is a positive correlation between
conceptual understanding and students’ problem-solving skills.

Kearsley and Schneiderman's learning engagement theory as cited by

Zheng (2021) describes that student must be meaningfully engaged in
 4

learning activities through connection with others and worthwhile tasks. If

students are encouraged to share ideas through online networks and
research what other students have shared about a specific topic, optimal
learning will take place. This shows that non-cognitive factors such as
attitudes toward online learning and encouragement via instructional
supervision can contribute to the attainment of students’ problem-solving
ability if technology will be used effectively.

With the problem presented in this study, the researcher explored more
studies on the relationship of conceptual understanding, attitude toward online
learning and instructional supervision toward students’ mathematics problem
solving ability and then explored whether any of the said variables predict the
latter. The researcher hopes that learners and the education system, in
general, could have a chance to improve the students’ problem-solving ability
from the research findings, as it is an academic institution’s responsibility to
give students with a guaranteed education.

Statement of the Problem

Generally, the study endeavored to determine the contribution made by

the students’ conceptual understanding, attitude toward online learning and
teachers’ instructional supervision on students’ problem-solving ability.

Specifically, it sought to answer the following questions;

1. What is the level of students’ Conceptual Understanding in terms of

complete understanding of the language of mathematics?
2. What is the level of students’ attitude toward online learning in terms of:
a. interest in computer,
b. effectiveness, and
c. ease-ness?
3. What is the level of teachers’ instructional supervision in terms of:
a. organizational skills,
b. goal setting,
c. environment structuring, and
d. help-seeking?
4. What are the problem solving abilities of the students in terms of:
 5

a. understanding the problem,

b. devising a plan,
c. carrying out the plan, and
d. looking back?
5. Is there a relationship among students’ conceptual understanding,
attitude toward online learning, and instructional supervision, on
students’ problem-solving ability?
6. Which variable(s) singly or in combination predict(s) students’ problem-
solving ability?

Objectives of the Study

The main objective of this study was to investigate the students’

conceptual understanding, attitude toward online learning, and instructional
supervision on problem solving ability. Specifically, it aimed to:

1. determine the level of the students’ conceptual understanding in terms

of complete understanding in the language of mathematics;
2. describe the level of students’ attitude toward online learning in terms
of:
a. interest in computer,
b. effectiveness, and
c. ease-ness;
3. find out the level of teachers’ instructional supervision in terms of:
a. organizational skills,
b. goal setting,
c. environment structuring, and
d. help-seeking;
4. ascertain the problem-solving abilities of the students when classified
as:
a. understanding the problem,
b. devising a plan,
c. carrying out the plan, and
d. looking back;
 6

5. correlate students’ problem-solving ability with the conceptual

understanding, attitude toward online learning, and instructional
supervision; and
6. identify which variable(s) singly or in combination predict(s) students’
problem-solving ability.

Significance of the Study

The results of the study are beneficial to school administrators,

curriculum planners, mathematics teachers, students, parents, and other
stakeholders.

To the school administrators in giving quality instruction by providing

learning materials or conducting seminar-workshop on different strategies on
problem solving needed for school’s advancement. Data gathered would help
the administrators to initiate collaboration among faculty to help plan the
advancement of the students of Don Carlos Polytechnic College.

To the curriculum planners this would assess the factors that may
affect students’ problem-solving ability and make necessary modifications that
would accommodate students’ needs and abilities, and evaluate how the
variables affect the performance of the students in problem solving

To the mathematics teachers it would serve as basis in evaluating their

instructional supervision practices as a learning improvement strategy
towards students’ learning and realize that they are the forefront in the
instructional supervision planning process which directly benefits students’
problem-solving ability.

To the students, this would help them reflect that their attitude toward
online learning may have an effect on their problem-solving ability and realize
that they themselves can influence their own learning especially when they
perceive their attitude, encouragement, and personal responsibility.

To the parents, the result of the study would inform them the plausible
reasons that affect their students’ performance particularly in problem solving
ability and become more resourceful and sensitive to the needs of the
students.
 7

To the researchers, the result of this study would serve as the basis for
other researchers who are interested on studies that deal on students’
problem-solving ability and the variables that may hinder its success.

 Scope and De/Limitations of the Study

This study was limited only to the BEED students of Don Carlos
Polytechnic College, Don Carlos, Bukidnon during the academic year 2021-
2022. The analysis of the students’ problem-solving ability of the BEED
students was the focus of the study because they will be the one to teach
elementary learners where the foundation in problem solving is first
developed. The students’ problem-solving ability was confined only to Polya’s
problem solving techniques, to wit, understanding the problem, devising a
plan, carrying out the plan, and looking back.

Other variables were limited only to students’ conceptual

understanding, attitude toward online learning and instructional supervision as
perceived by the respondents. The questionnaire was given via Google form
and the researchers data is only based on the responses sent with the
respondents taking full responsibility of the truthfulness of their responses.

Definition of Terms

The following terms used in the study are defined operationally and
conceptually:

Attitude toward Online learning refers to the student’s positive or

negative interest in online learning with the use of social platforms as a mean
of interaction.

Carrying out the plan refers to student’s ability to perform the plan in
solving the problems.

Conceptual Understanding refers to the of students’ ability to define

and illustrate terminologies and phrases in mathematics.

Devising a plan refers to student’s ability to choose an appropriate

method of solving a problem and write the problem in mathematical form.
 8

Ease-ness refers to the perception of students on the effect of

computer for searching online resources, doing assignments, and reading
web notes.

Effectiveness refers to students’ perception on how effective online learning is

using online learning platforms.

Environment structuring refers to students’ perception on the level of

encouragement the teacher gives to the students in selecting efficient place to
study.

 
 THEORETICAL FRAMEWORK

This chapter contains the review and related literature and related
studies, the conceptual framework, the research paradigm, and the
hypotheses of the study.

Review of Related Literature and Studies

Conceptual Understanding

One of the major reasons for teaching mathematics in school is to help

students learn how to solve common everyday problems which they
encounter in their lives. An important aspect of the school mathematics
program introduced to students is a problem solving which is an art to nature
(Newell as cited by Generalao, 2012). This skill provides opportunity for
students to develop their ability to think clearly, logically, rationally so that they
become more responsive to this rapidly changing social world.

Complete Understanding in the language of Mathematics

Vocabulary understanding is a major contributor to overall

comprehension in many content areas, including mathematics. Effective
methods for teaching vocabulary in all content areas are diverse and long
standing. Teaching and learning the language of mathematics is vital for the
development of mathematical proficiency. Students’ mathematical vocabulary
learning is a very important part of their language development and ultimately
mathematical proficiency (Riccomini et al., 2015)

Attitude toward online learning

Students' attitudes regarding online learning must also be evaluated,

considering that this type of learning does not require students to travel
across time zones or locations. At first glance, this type of learning appears to
be beneficial to students because they can learn whenever and wherever they
choose. Learners can access up-to-date and appropriate instructional
materials via the Internet (Songkram et al., 2015).

Instructional Supervision
 10

The studies focusing on supervision so far have generally aimed to

examine the effectiveness of face-to-face supervision. However, online
supervision has become more popular as technology has been integrated
more into mental health. This new trend has inevitably raised new questions
about online supervision (Amanvermez et al., 2020).

Organizational Skill

Research has indicated that students enrolled in online classes may

lack the cognitive organizational skills to navigate an electronic classroom or
to work independently. Many students need preparation for the self-discipline
and self-direction that online classes require (McKenna et al., 2018). Dupin-
Bryant (2004) reported that these two factors were critical to the success and
the retention of online students. Sorensen et al. (2009) demonstrated similar
findings and indicated that today’s colleges need to teach students the
organizational skills required to remain focused on their academics.

Goal Setting

When Kim et al. (2015) asked students to identify factors they deemed
to be important to success in college classes, goal setting was identified as
one of three important factors. Conversely, it has been shown that students
who do not have clear goals in place may drop out (Kibby, 2015). Although
students may not enter universities with the knowledge of how to set specific
goals or understand the role of goal setting in working to achieve learning
objectives, teaching them self-evaluation skills can improve goal achievement
as well as academic performance (Coon & Walker, 2013).

Environment Structuring

At a minimum, an orientation to the online classroom should help

acclimate students to the software platform and its technical demands. When
adult learners are more adept and comfortable with an online learning system,
they may access the course room and materials more often, persist to
overcome challenges, and take control over their learning (Khatib, 2010). In
addition, an online orientation should include a student self-assessment of
their level of preparedness for online college, self-discipline, organization,
 11

communication, technology access and literacy, and academic support (Fotia

et al., 2010). Such self-assessment is crucial for improving the quality of
online learning and to help students internalize and master the critical
elements of preparedness for online success (Beckford, 2015). Hendricks and
Bailey (2014) asserted that online students must be technologically prepared
to overcome the variety of multimedia content in online classes. Categorically,
an orientation to the classroom should include assessment for identifying
technological challenges, organizational skills, goal setting, and academic
support, to affect student learning.

Help Seeking

Although achieving success in online learning rests to a significant

degree on the student, teacher and peer support play a large role as well
(Flynn, 2016). Faculty can also integrate some academic supports into the
design of the course. For example, Taylor (2015) conducted a study at a not-
for-profit online university with an open enrollment policy and found that
course withdrawals were reduced by the creation of quickly accessed and
easy to use interactive videos. These videos provided information about
overcoming challenges that students could access at convenient times in their
schedules.

Problem Solving

The National Council of Teachers of Mathematics (2000) defines

problem solving as engaging a task for which the solution method is not
known in advance. To find the solution, students must use their prior
knowledge which will lead to mathematical understanding. It is true that
problems vary from day to day. The integration of multiple topics in word
problems in mathematics and the involvement of its significance characterized
a good problem. The study of Reddy et al. (2017) revealed that poor
mathematical skills and the lack of the ability to understand the problem are
the major obstacles in the domain of problem-solving skills. Ways to solve the
problem is not limited to one only. But the ability to choose which one to
choose is hard on the part of the students. The best way to learn it is through
practice.
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 Conceptual Framework

This study was anchored on Wedemeyer's Theory of Independent

Study and Seimens Connectivism. Charles Wedemeyer (1981) rooted his
Theory of Independent Study in the ideal of learner freedom. Wedemeyer
characterized independent study as one in which: The student and teacher
are separated; the normal processes of teaching and learning are carried out
in writing or through some other medium; teaching is individualized, learning
takes place through the student’s activity; learning is made convenient for the
student in his or her own environment; the learner takes responsibility for the
pace of his or her own progress, with freedom to start and stop at any time
(Simonson et al., 2012).

His theory comprises four elements of distance learning: teacher,

learner or learners, method of communication, and instructional content
(Simonson et al., 2012), which closely resembles a currently accepted
definition of distance education: “institution-based, formal education where the
learning group is separated, and where interactive telecommunications
systems are used to connect learners, resources, and instructors” (Schlosser
& Simonson, 2009).

While Siemens connectivism is a new learning theory that should also be

considered because it blends cognitivism and constructivism theories of
learning and is the process that occurs within a learning environment that
constantly changing, and this type of learning environment is uncontrollable
one.

Because technology and web-based applications are always growing

and evolving, connectivist learning environments are continually changing. It
focuses on assisting the learner in making connections with content and with
others through interactions. These connections allow learners to learn more
and recognize themselves as significant element of the learning process.

A learning approach introduced by George Siemens suggests that

each person has a network of people, resources, and the Internet, itself that
 13

embody knowledge and experience. When a learner wants to know about a

topic, he or she does not have to undergo a formal learning process but rather
can reach out and access the desired information – much like people do today
with the world-wide web. He proposed “connectivism as a learning theory for
the digital age”.

Connectivism releases the learner from the cognitive practices of

acquiring knowledge through experience, study, and receiving instruction.
(Abik et al., 2012). Connectivism allows students to incorporate electronic
devices for the “off-site” storage of information, treating the role of memory
differently than prior learning theories. With connectivism, technology is
permitted to become part of the student’s internal learning process.

 
 14

Research Paradigm

Independent Variable Dependent Variable

Conceptual Understanding-
Mathematics language

Problem Solving Abilitya.

understanding the problemb.
Attitude toward online devising a planc. carrying out
learninga. interest in the pland. looking back
computerb. effectivenessc.
ease-ness

Instructional Supervisiona.
organizational skillsb. goal
settingc. environment
structuringd. help-seeking

Figure 1: Schematic diagram showing the relationship between independent

and dependent variables.
 15

Hypotheses of the Study

The following hypotheses were drawn based on the objectives given.

Ho1: There is no significant relationship between students’ conceptual

understanding, attitude toward online learning, and instructional supervision
towards problem solving ability.

Ho2: There is no variable(s) singly or in combination predict(s)

students’ problem-solving ability. 
 METHODOLOGY

This chapter deals with the methods and procedures used in this study.
It includes the research design, research locale, the subject participants of the
study, the instrument, the administration, and collection of the questionnaire,
scoring procedures, and statistical treatment of the data gathered.

Research Design

Following the objectives and stated hypothesis, the present study used
descriptive-correlational research design. This design to determines the level
of the student’s conceptual understanding, attitude toward online learning,
instructional supervision, and problem-solving ability and discover the
relationships among variables and to allow predictions of students’ problem-
solving ability.

Locale of the Study

The study was conducted at Don Carlos Polytechnic College. A local

college run by the Local Government Unit (LGU) of Don Carlos, Bukidnon.
The school is known to accept students regardless of their intellectual
capacity, there are cases where students are still admitted even after failing
the entrance examination more than three (3) times. This leniency poses risk
to the quality of the of the graduates of the Teacher Education especially that
some students have a very poor comprehension skill.

At present, it offers program for senior high school and college. The
school offers Academic tracks for senior high school and offers Bachelor of
Elementary Education, Bachelor of Secondary Education, and Bachelor of
Science in Criminology for college. The school is situated at P-2, Poblacion
Norte, Don Carlos, Bukidnon, going south, it is approximately 30 meters away
from the left side of the national highway. Due to the outbreak of COVID-19,
the school used online and modular learning instruction to have flexibility in
reaching students. The school has a total population of 4,114 in which 1,616
of the students are enrolled under the BEED.
 17

Map of the Locale of the Study

Figure 2. Map of Don Carlos and location of Don Carlos Polytechnic

College
18
 19

Respondents of the Study

The respondents of the study were the 2nd year students enrolled in
Bachelor of Elementary Education (BEED) of Don Carlos Polytechnic College
for Academic Year 2021-2022 and previously took the course on
“Mathematics in the Modern World”. The BEED students were chosen
because they will be the one to teach the elementary learners in the future,
and their ability in mathematics, particularly in problem solving, will be
extremely beneficial to students' success in solving math problems, which has
been a challenge since then.

Sampling Procedure

The four hundred thirty-three (433) 2nd year BEED students of Don
Carlos Polytechnic College for the Academic Year 2021-2022 who were
enrolled in the course Mathematics in the Modern World for the Academic
Year 2020-2021 were considered in the study using total enumeration and
only three (3) were not able to respond to the survey questionnaires used.

Research Instrument

The researcher used survey questionnaires to measure conceptual

understanding, attitude toward online learning, instructional supervision, and
problem-solving ability.

The conceptual understanding test in the language of mathematics with

sixty-five (65) questions with Cronbach’s alpha of 0.80 was adapted from the
study of Andamon and Tan (2018). The interpretation of the scores obtained
by the students in the test used the scale below, as adopted from the grading
system of Don Carlos Polytechnic College after the scores are being
transmuted.

Range Scale Level of Achievement

98-100% Excellent
94-97% Very Good
87-91% Good
82-84% Average
80-81% Fair
76-79% Poor
75% Passing
74% below Failed
 20

The attitude towards online learning questionnaire with three themes in

which theme 1 (Interest in computer and adoption of online learning) contains
7 questions theme 2 (Effectiveness of online learning) contains 10 questions
and theme 3 (Ease-ness in using online) learning contains 6 questions was
adopted from the study of Ullah and Khan (2018). The questionnaire has a
Cronbach’s alpha of 0.7. To measure the adapted questionnaire, the 5-point
Likert scale key below was used. It has positive and negative statement and
ranges from 5 to 1 describing from strongly agree, agree, undecided,
disagree, and strongly disagree which implies further as highly positive,
positive, neutral, negative, and highly negative respectively. Reverse scoring
procedure was applied for negative statements marked with asterisk (*). High
score represents high positive attitude. 

Rating Scale Qualitative Description Interpretation

5 4.50-5.00 Strongly agree Highly positive
4 3.50-4.49 Agree Positive
3 2.50-3.49 Uncertain Neutral
2 1.50-2.49 Disagree Negative
1 1.00-1.49 Strongly disagree Highly negative

An adapted instructional supervision questionnaire of Yen et al. (2016)

was used to find out the level of teachers’ instructional supervision. It is a 23-
item scale with a 5-point Likert response format having values ranging from
strongly agree (5) to strongly disagree (1). The said questionnaire was pilot
tested in the same school but to different students that were not part of the
target respondents, and it obtained a Cronbach’s alpha of 0.89. The
interpretation of the responses obtained by the students in the survey used
the scale below.

Rating Scale Qualitative Description Interpretation

5 4.50-5.00 Strongly agree Highly positive
4 3.50-4.49 Agree Positive
3 2.50-3.49 Uncertain Neutral
2 1.50-2.49 Disagree Negative
1 1.00-1.49 Strongly disagree Highly negative

The problem-solving questionnaire is a thirty-five-item multiple choice

questionnaire adopted from the study of Asparin (2012) which was designed
from student’s textbook in Elementary Algebra. It contains three stems, the
Stem A and Stem B composed of twelve (12) questions each and eleven (11)
 21

questions for Stem C that represent Polya’s problem solving steps. The
adopted questionnaire used the following descriptors to classify student’s
scores.

Score Qualitative Description

87.51-100 Very Good
75.01-87.50 Good
62.51-75.00 Fair
50.01-62.50 Poor
50.00 and below Very Poor

Administration of Research Instrument and Data Gathering Procedure

The researcher asked permission from the College Dean of DCPC to

conduct the study. The questionnaires were initially planned to distribute in
two means, first through online using google form, second is using printed
questionnaire. However, the latter option was not implemented because of the
strict gathering restrictions due to the surge of COVID-19 cases in the area.
To distribute the forms online, the researcher asked the permission of the
teachers handling the second year BEED sections to send the link of the
questionnaire to their respective messenger groups. Students were given one
(1) week to answer the questionnaires to give time to the those who cannot
access the internet instantly. The online questionnaire via google form was
closed after one week of accepting responses. Of the four hundred thirty-three
(433) expected respondents, four hundred thirty (430) or 99.3% of the
students were able to answer the survey before it closed. Then the responses
were downloaded in excel format. Then the questionnaires were checked,
scored, organized into tabular form, and were subjected to statistical analysis.

The anonymity and confidentiality of the students was preserved by not

requiring their names and identity in the data collection. Copies of all
participants’ responses was stored and will only be retrieved if needed in
matters related to this study.

 
 22

Statistical Treatment

The data were grouped and categorized based on the objectives of the
study. Mean was used to describe the conceptual understanding of students,
attitude toward online learning, instructional supervision, and problem-solving
ability. This study also used Pearson product moment correlation to determine
the relationship of conceptual understanding, attitude toward online learning,
and instructional supervision on problem solving ability. To determine the
predictor of student’s problem-solving ability the stepwise multiple linear
regression analysis was carried out.
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