Determining The Distance Learning Educational Atmosphere Factors On The Attitude Toward Mathematics Teaching-Learning Processes During The COVID-19 Pandemic Using Hybrid SEM-ANN
Determining The Distance Learning Educational Atmosphere Factors On The Attitude Toward Mathematics Teaching-Learning Processes During The COVID-19 Pandemic Using Hybrid SEM-ANN
Determining The Distance Learning Educational Atmosphere Factors On The Attitude Toward Mathematics Teaching-Learning Processes During The COVID-19 Pandemic Using Hybrid SEM-ANN
and perceived behavioral control. In the context of the crucial factor influencing students' attitudes toward
current study, the Theory of Planned Behavior can mathematics during distance learning (Golding and
help explain the relationship between the distance Grima, 2021). For instance, a study by Yuliani et al.
learning educational atmosphere and the attitude (2019) reported that teachers' ability to provide clear
towards mathematics teaching-learning processes of explanations, give feedback, and offer individual
the students. The attitude towards mathematics support positively influenced students' attitudes toward
teaching-learning processes can be considered as the mathematics.
behavior in this case, and the distance learning
educational atmosphere can be seen as the influencing Moreno-Guerrero et al. (2020) studied the e-learning
factor. The six domains of the distance learning experiences of adult high schools in mathematics
educational atmosphere (program effectiveness, during the COVID-19 outbreak. They used an
teaching quality, ethics and professionalism, learner experimental research design among 132 adults in high
support, safety and convenience, and awareness of the school who were selected using convenience sampling
rules) can be considered as factors that affect the and found out that e-learning during the COVID-19
subjective norms and perceived behavioral control of pandemic results in better mathematical achievement
the students towards their attitude towards and performance. However, they were not able to
mathematics teaching-learning processes. For instance, discuss in the study what factors from the e-learning
a highly effective and supportive program that experience contribute to the mathematical engagement
provides quality teaching and learner support may of the respondents.
positively influence the subjective norms of the
Lin et al. (2016), investigated the effects of blended
students towards mathematics, leading to a positive
learning on the achievement and attitude of students in
attitude toward the subject. Moreover, self-esteem can
mathematics using a quasi-experiment. Their study
be seen as a factor that affects perceived behavioral
revealed that students who experienced blended
control, which in turn affects the intention to perform
learning had higher learning outcomes and attitudes
the behavior of attitude towards mathematics teaching-
toward mathematics. Moreover, the study showed that
learning processes.
male students showed higher motivation in the blended
The Distance Learning Educational Atmosphere learning environment.
and Attitude Towards Mathematics Teaching- Vandecandelaere et al. (2012) determined the
Learning Processes relationship between the perception of the students
towards their learning environment and their attitude
The COVID- 19 pandemic has forced many toward mathematics. Their results indicated that
educational institutions to shift towards distance student characteristics and, to a lesser degree, class
learning, which has had a significant impact on the characteristics influence students' attitudes toward
teaching and learning of mathematics. Several studies mathematics. The results reported that the learning
have examined the influence of distance learning experience was linked to mathematical enjoyment.
educational atmosphere on students' attitudes toward When an instructor motivates students to invest effort
mathematics teaching-learning processes. in studying, activates them for self-regulated learning,
offers guidance and coaching, and constructs and
For instance, a study by Pereira and Gomes (2022) steers them, they love mathematics more.
found that students' satisfaction with distance learning
positively influenced their attitudes toward Fabian et al. (2016), studied the effects of mobile
mathematics. Similarly, a study by Hwang et al. technology on the attitude, engagement, and
(2021) showed that the use of digital learning achievement of students in mathematics. Their study
platforms and online interactive activities helped to revealed that students who experience technological
enhance students' engagement and motivation toward problems tend to have a lower acceptance of integrated
mathematics. However, other studies have reported mobile technology in the learning experience and
challenges associated with distance learning, such as lower performance in mathematics. However, this
the lack of face-to-face interactions and decreased quasi-experimental study was only conducted for a
opportunities for hands-on activities, which have month which, as also written by the researchers, may
negatively affected students' attitudes toward not be enough to claim that mobile technology has
mathematics (Bringula et al., 2021). positive effects on the attitude of the students in
mathematics.
Moreover, the quality of teacher-student interactions
and communication has also been identified as a Russo et al. (2021) sought how teachers catered to
students who struggled in mathematics in a distance Additionally, online classes allow learners to revisit
learning environment. They found out that teachers learning materials whenever they encounter
had a higher positive attitude in attending to students difficulties, resulting in a positive attitude towards
who struggle in a classroom-based setting than during mathematics teaching and learning.
a distance learning setup. Several challenges were also
revealed that allowed the students to struggle in a Nsengimana et al. (2021) revealed that creating a
remote learning setting: (a) the absence of a facilitating positive attitude toward mathematics and increasing
teacher and learning environment, (b) the negative students' confidence levels necessitate the physical
attitude of the parents towards the struggle in learning presence of both students and teachers in the
mathematics, (c) the lack of peer-to-peer collaboration classroom. Finally, Oginni et al. (2021) discovered that
and social interaction among the students, (d) collaborative learning has been proven to enhance
difficulty in the access of the learning materials, (e) confidence and facilitate learning in mathematics.
described difficulty in problem-based problems due to
distance learning. The Mediating Effect of Self-Esteem
Marbán et al. (2021) examined the different digital The COVID-19 pandemic has forced a large-scale
platforms that primary and secondary students used in shift to distance learning, which has significant
learning mathematics during the COVID-19 pandemic. implications for students' social and emotional well-
It was revealed that there are no statistically significant being. Self-esteem is an important aspect of students'
differences in the group of students in terms of age, psychological well-being that can be impacted by the
type of school, and gender but exhibit significant distance learning educational atmosphere. Several
differences in terms of the educational status of the studies have examined the relationship between
parents and the economic status of their families. distance learning educational atmosphere and self-
However, the study was not able to show whether the esteem. For example, a study by Rameli et al. (2020)
group that has high ICT skills performed better in found that the quality of online learning experiences
mathematics than the other groups. during the COVID-19 pandemic was positively related
to students' self-esteem. Specifically, students who
According to Zaman and Nashmena (2021), a reported higher levels of engagement, satisfaction, and
significant negative relationship between online a sense of community in their online classes also
education and student satisfaction, and self-confidence reported higher levels of self-esteem. Moreover, a
over the material learned. However, the fast and study by Rohmadi and Indriani (2020) found that the
reliable internet connection significantly mediated the use of synchronous video conferencing during distance
levels of satisfaction and self-confidence upon learning was associated with higher levels of self-
learning. It was also disclosed that university students esteem among college students. Specifically, students
were only satisfied and confident with the material who reported using video conferencing for academic
learned if the technology supported this education purposes reported higher levels of self-esteem
system. co m p ared to those who did not use video
conferencing.
Videla et al. (2022) found that there was a relationship
between the level of technical knowledge of teachers, Pellas (2014) revealed that self-esteem along with self-
the years of experience, and the types of teaching efficacy, and metacognitive self-regulation can predict
strategies they use. Likewise, differences were found students’ engagement in online learning programs. The
between educators in rural and urban sectors according findings of this study's three-step hierarchical
to the use of teaching strategies and the types of regression analysis revealed that computer self-
educational resources used. Regarding the didactic efficacy, metacognitive self-regulation, and self-
strategies, it is shown that the emerging strategies most esteem in online courses were not only positively
used are metaphorical and analogical, whereas in correlated with students' cognitive and emotional
traditional strategies the automation of procedures is engagement factors but also negatively correlated with
imposed. behavioral factors.
Vlădescu's (2022) investigation illustrated that online Vakoufari et al. (2014) studied the effects of self-
classes have a positive impact on students' confidence esteem and loneliness on the distance learning of
levels, as they offer opportunities to interact with undergraduate and postgraduate students. The study
teachers and classmates, leading to increased revealed that there is no correlation between academic
engagement in the teaching and learning process. performance and self-esteem. On the other hand, it was
revealed that there is a correlation between satisfaction levels of self-esteem compared to those who had
with the course and self-esteem. negative attitudes towards mathematics. The study also
claimed that students who had a positive attitude
Wasserman and Migdal (2019) identified four primary towards mathematics had higher levels of academic
domains associated with teachers' attitudes, namely achievement, which in turn was associated with higher
efficacy and implementation, classroom environment, levels of self-esteem.
course assignments, and attitudes toward information
and communication technology (ICT). Their analysis To support students' self-esteem and promote positive
revealed notable variations in the environment and attitudes toward mathematics during distance learning,
ICT domains when comparing online and traditional teachers can employ various strategies (Boaler et al.,
training, with online training receiving a more 2018). For example, teachers can use technology-
favorable response. based resources to make mathematics more interactive
and engaging and provide positive feedback and
Kim et al. (2019) found that academic engagement and recognition to students for their efforts and
digital readiness act as mediators of students' achievements. Moreover, teachers can provide
perceptions of e-learning, which are predicted by emotional support and resources to help students cope
academic achievement. The study suggests that while with the challenges of distance learning during the
students tend to have positive perceptions of e-learning pandemic.
experiences on campus, strong digital skills are
necessary for them to effectively engage in academic Phan and Ngu (2018) discovered that the relationship
work and fully participate in university e-learning between teachers and self-esteem has varying impacts
environments. The research also highlights the on academic outcomes. They found that social
importance of student effort and involvement in connections with teachers influence learning tasks,
academic learning, which is critical for success in the while the relationship with peers mediates interest in
digital age. learning tasks.
student interactions, communication quality, and Quantitative Research as defined by Babbie (2020)
effective support systems in shaping positive attitudes refers to the systematic empirical investigation of any
toward learning mathematics. Notably, the use of phenomena using statistical, mathematical, or
blended learning and mobile technology demonstrated computational techniques. This type of research allows
varying effects, with success contingent on factors the researcher to measure and analyze the data
such as technological glitches and the duration of gathered.
implementation. The intricacies of the e-learning
experience during the pandemic, including teachers’ The descriptive method is used to present a clear and
technological knowledge and the economic status of accurate description of the various factors that have
families, further shape students’ attitudes. impacted students' attitudes toward mathematics
teaching and learning in the context of the distance
The mediating role of self-esteem in this dynamic is learning setup during the COVID-19 pandemic. This
pivotal. The review reflects on studies highlighting the method involves collecting and analyzing data from
positive correlation between students’ self-esteem and different sources, such as surveys, questionnaires, and
the quality of online learning experiences. Engaging interviews, to provide a comprehensive understanding
strategies, such as virtual discussions and positive of the research topic (Neuman, 2014). Meanwhile, a
feedback, emerge as crucial for nurturing self-esteem causal research design is employed to determine the
in the distance learning environment. Furthermore, the cause-and-effect relationship between the various
profound impact of self-esteem on students’ attitudes factors and the attitude of students toward mathematics
towards mathematics is evident, with higher levels teaching and learning. Causal research is used to
correlating with lower mathematics anxiety and more determine the magnitude and existence of cause-and-
positive perceptions of the subject. effect interactions between variables. It examines a
scenario or a phenomenon to understand trends in
However, despite the wealth of insights provided by interactions between variables (Zikmund et al., 2012).
existing studies, a notable research gap exists in In this research, the independent variables are the
understanding the holistic interplay between the distance learning educational atmosphere factors,
distance learning atmosphere, students’ attitude in while the dependent variable is the attitude of students
teaching-learning processes in mathematics, and self- towards mathematics teaching and learning processes
esteem. While individual studies shed light on specific during the COVID-19 pandemic.
aspects, there is a need for a comprehensive
framework that integrates these elements to provide a Participants
nuanced understanding of the dynamics at play.
The population of the study comprised the Grade 11
To bridge this gap, a two-stage analysis approach senior high school students from the Schools Division
involving Structural Equation Modeling (SEM) and of City of Malolos for the School Year 2020-2021.
Artificial Neural Network (ANN) modeling was These Grade 11 students took several mathematics
employed. SEM allowed the quantification and subjects such as General Mathematics, Business
validation of the complex relationships between the Mathematics, Statistics and Probability, Pre-Calculus,
various factors, including the influence of the distance and Basic Calculus. Though they took their classes
learning atmosphere and self-esteem on students’ through printed modules, several students also utilized
attitudes in teaching and learning mathematics. video references and other available learning materials
Subsequently, ANN modeling delved into the intricate on the internet as their source of knowledge in
patterns and non-linear interactions within the mathematics. Out of 2299 enrolled grade 11 students
identified relationships, offering a more granular and in that school year, 400 students were selected to
predictive understanding. represent the population of the study. The researcher
followed the rule of thumb of having at least 10
observations per estimated parameter in the model to
Methodology
determine the sample size for SEM as suggested by
Kline (2011), Thakkar (2020), and Wolf et al. (2013).
A quantitative approach was utilized to scrutinize the These students were chosen through a simple random
study since the researcher determined how the distance sampling technique. To make the selection, the
learning educational atmosphere influences the attitude researcher placed the names, sections, and schools of
towards mathematics teaching-learning processes of the students in a data frame. The researcher then
the students through a numerical approach and data utilized the sample () function in the programming
from the respondents were gathered quantitatively. language R to select random samples from the data
The second tool encompassed the Attitudes Towards After conducting SEM, the researcher created ANN
Mathematics Teaching-learning Process Questionnaire models to investigate how the significant domains of
(Mutohir et al., 2018). Unlike the other tools in the distance learning educational atmosphere and the
Mathematics Attitude, this tool was primarily self-esteem of the respondents predict attitudes toward
developed for Asian students. The questionnaire was mathematics teaching-learning processes. A sensitivity
divided into three domains namely (a) teacher analysis is used to identify the most important input
presentation of content, (b) interest toward variables that have the most significant impact on the
mathematics, and (c) value of mathematics which has output of the model. The Importance and Normalized
a reliability value of 0.628, 0.599, and 0.648, Importance are two measures used to quantify the
respectively. importance of each input variable. The Importance of
an input variable is calculated as the decrease in the
The Rosenberg Self-Esteem Scale (RSES) (Rosenberg, output of the model when the input variable is
1965) was used in this study to measure the self- removed from the input set. This is often done using a
esteem of the students. The RSES is a popular self- process called permutation feature importance, which
report questionnaire for assessing individual self- involves randomly shuffling the values of the input
esteem (Gray-Little et al., 1997). This questionnaire is variable and measuring the decrease in the output. The
on a 4-point Likert scale. This tool satisfied important Importance value represents the decrease in the
assumptions in terms of its psychometric properties as accuracy of the model due to the removal of the input
well as several tests of validity and reliability as variable. The Normalized Importance is a scaled
evaluated by Supple et al. (2013). version of the Importance value, which is normalized
to a range between 0 and 1. This is done to allow for a
A reliability test for the instruments was conducted on
comparison of the importance of different input
37 randomly selected students from the population.
variables across different models with different output
Based on the results of the pilot test, the Distance
scales. The Normalized Importance is calculated by
Learning Educational Atmosphere Questionnaire has
an excellent level of reliability with a Cronbach's alpha dividing the Importance value by the sum of all
value of 0.954. The Attitude Towards Mathematics Importance values for all input variables.
Teaching-Learning Processes Questionnaire also has a
good level of reliability with a Cronbach's alpha value The SEM-ANN approach has several advantages over
of 0.896. using either SEM or ANN alone. SEM can provide a
theoretical basis for the relationships among variables,
Procedure while ANN can capture complex and nonlinear
relationships that may be difficult to model using SEM
A two-stage analytical approach was applied in alone (Krittanawong et al., 2017).
Ethical Considerations
Ensuring the ethical integrity of this research is Table 1 offers insights into the respondents'
paramount, given its impact on Grade 11 senior high perspectives on the distance learning educational
school students. The following ethical considerations atmosphere. The mean score of 3.51 implies that, on
have been carefully addressed throughout the planning average, respondents perceive a high level of
and execution of the study: effectiveness in the distance learning program. The
relatively low standard deviation (0.576) indicates a
Prior to their inclusion in the study, all selected consistent consensus among respondents, underscoring
students were provided with clear and comprehensive a shared positive view of the program's efficacy. With
information about the research objectives, procedures, a mean score of 3.66, respondents express a high
and potential implications. Informed consent was perception of teaching quality in the distance learning
obtained from both the students and their parents or setting. The narrow standard deviation (0.559)
legal guardians, emphasizing their voluntary reinforces a consistent and favorable evaluation of
participation and the option to withdraw at any stage instructional methods and delivery by educators.
without consequence.
Respondents, on average, attribute a high score of 3.75
To safeguard the privacy of participants, all data to the dimension of ethics and professionalism in the
collected, including names, sections, and schools, were distance learning environment. The relatively low
treated with utmost confidentiality. Identifiable standard deviation (0.568) points to a shared and
information was securely stored, and participants were positive evaluation of ethical standards and
assigned unique identifiers to ensure anonymity in professionalism. The mean score of 3.54 indicates a
reporting and publication of results. high perception of learner support within the distance
learning context. The standard deviation of 0.520
Measures were implemented to protect the security of indicates a relatively tight consensus among
the collected data. Access to the information was respondents, reflecting a consistently positive view of
restricted to the researcher, and any electronic data support resources and guidance.
was stored on password-protected devices and
platforms. The data will be retained for the specified Respondents maintain a neutral perception of safety
duration required for analysis and verification, after and convenience in the distance learning atmosphere,
which it will be securely archived or deleted. as indicated by the mean score of 3.26. The higher
standard deviation of 0.651 suggests more diverse
The study aimed to contribute positively to educational opinions, emphasizing a broader range of perspectives
practices and policies. Efforts were made to minimize on this dimension. With a mean score of 3.53,
any potential harm to participants, and the research respondents convey a high perception of the awareness
design prioritized their well-being. The insights gained of rules in the distance learning setting. The standard
from the study are intended to inform improvements in deviation of 0.669 indicates a moderately consistent
mathematics education and support systems during the consensus, reflecting a generally positive
pandemic and beyond. acknowledgment of clarity and adherence to
established rules.
scores and standard deviations for each dimension, Table 4. Fit Indices of the Observed Model
offering a nuanced understanding of their attitudes.
Table 7. Independent Variable Importance for Teacher various levels of importance in predicting the
dependent variable, which is the attitude toward
Presentation of Content
mathematics teaching-learning processes in terms of
interest in mathematics. The most important predictor
is program effectiveness, with a normalized
importance of 100%. Self-esteem comes next with
normalized importance of 74.7%, followed by learner
support, safety and convenience, teaching quality, and
ethics and professionalism. Awareness of the rules has
the lowest importance with normalized importance of
19.6%. It suggests that improving program
Table 7 shows the sensitivity analysis of the predictors effectiveness, promoting positive self-esteem, and
in the ANN model used to predict the attitude toward providing learner support can have a significant impact
mathematics teaching-learning processes based on the on students' interest in mathematics.
teacher's presentation of content. The table provides
Table 9. Independent Variable Importance for Value of
information about the importance and normalized
importance of the independent variables used in the Mathematics
model. The importance column displays the weight or
contribution of each independent variable in the
prediction of the target variable. The higher the
weight, the more significant the variable in the
prediction. The normalized importance column shows
the importance of each variable in terms of percentage,
where the most important variable is assigned a value
of 100%, and the rest of the variables are scaled
proportionally. According to the table, the most
important predictor of the attitude toward mathematics
teach ing - learning processes is Ethics and Table 9 shows the importance of predictors to the
Professionalism, which accounts for 25.1% of the Value of Mathematics. Based on the analysis, the most
prediction. Teaching Quality comes next with 22.4%, important predictor of the attitude towards
followed by Program Effectiveness (16.7%), Safety mathematics teaching-learning processes in terms of
and Convenience (15.0%), Learner Support (9.1%), the value of mathematics is teaching quality, with an
and Self-Esteem (6.1%). Lastly, Awareness of the importance of 0.210 or 100% normalized importance.
Rules is the least important predictor with only 5.7%. Self-esteem is also a significant predictor, with an
In conclusion, this sensitivity analysis shows that the importance of 0.183 or 86.9% normalized importance.
ethical and professional behavior of the teacher is the Program effectiveness, awareness of the rules, and
most important factor in predicting the attitude learner support are relatively less important, with
towards mathematics teaching-learning processes in importance values ranging from 0.139 to 0.164 or
terms of teacher presentation of content. 66.3% to 78.0% normalized importance. Safety and
convenience and ethics and professionalism are the
Table 8. Independent Variable Importance for Interest least important predictors, with importance values of
Towards Mathematics 0.084 and 0.057, respectively, or 40.0% and 27.1%
normalized importance. These results suggest that
teaching quality and self-esteem are the most
influential factors in shaping students' attitudes toward
mathematics, particularly in terms of the value they
place on the subject. Educators should pay attention to
providing high-quality instruction and support that can
foster students' self-esteem and positive attitudes
toward mathematics. The findings also suggest that
students' perception of their safety and convenience, as
Table 8 presents the sensitivity analysis of the ANN well as ethics and professionalism, can have some
model. Based on this, the independent variables have impact on their attitudes towards mathematics, but to a
lesser extent than teaching quality and self-esteem. to unreliable internet connections during the pandemic.
Moreover, it was shown in this study that higher self-
esteem is associated with a more positive attitude
Discussion towards mathematics teaching and learning processes.
emotional, organizational, and instructional a bridge, influencing how the overall learning
interactions with students can increase teacher atmosphere affects their attitudes.
effectiveness, which in turn has a direct impact on
student learning. Furthermore, when scrutinizing the factors within the
distance learning educational atmosphere and students'
For interest in mathematics, program effectiveness was self-esteem, ethics and professionalism emerged as the
found to be the most important predictor. The outcome most influential predictor of students' perceptions
of this study validates the findings of Dabney et al. regarding their teachers' presentation of mathematics
(2012), which demonstrated that innovative programs content. For students’ interest in mathematics, program
could boost students' interest in Science, Technology, effectiveness stood out as the most significant
Engineering, and Mathematics education. predictor. Meanwhile, in the perceived value of
Furthermore, Yuanita et al. (2018) highlighted the mathematics among the students,teaching quality
importance of including mathematical representation emerged as the most critical predictor.
in the mathematics program, as it plays a significant
role in shaping students' mathematical beliefs and It is crucial to recognize that this study has certain
problem-solving abilities. limitations that must be addressed in future research.
Namely, the study was conducted solely in one city
For the value of mathematics, teaching quality was within a single country. To extrapolate the effects of
found to be the most important predictor. A study by distance learning on attitudes toward mathematics
León et al. (2017) confirmed that teaching quality is a education, future studies should be conducted in other
predictor of behavioral engagement and higher grades countries, accounting for various cultural and social
in mathematics classes. This conclusion aligns with the settings. Furthermore, future researchers may use the
findings of Eriksson et al. (2019) who also observed findings of this study to build upon and expand the
that teaching quality significantly influenced the existing knowledge on distance learning educational
perceived value of mathematics among students. atmosphere, attitude towards mathematics teaching-
learning processes, and mathematics education during
the COVID-19 pandemic. Lastly, future researchers
Conclusion may consider using mathematical modeling techniques
such as SEM-ANN to provide a more comprehensive
understanding of the complex relationships related to
This study delved into the intricate dynamics between
mathematics education. By mathematically modeling
the distance learning educational atmosphere and
these interactions, researchers can gain insights into
students' attitudes toward mathematics teaching-
the underlying mechanisms of these relationships and
learning processes during the challenging times of the
identify potential areas for intervention or
COVID-19 pandemic. The findings robustly
improvement.
underscored that the distance learning environment
significantly shapes students' perspectives on
mathematics education. References
Across all domains of the distance learning Abramson, A. (2021). Capturing the benefits of remote learning.
educational atmosphere, encompassing program https://www.apa.org. https://www.apa.org/monitor/2021/09/cover-re
effectiveness, teaching quality, ethics and mote-learning
professionalism, learner support, safety and Akin, I., & Radford, L. (2018). Exploring The Development of
convenience, and awareness of the rules, there was a S t u d e n t S e l f - E s t e e m And R e s i l i e n c e In U rb a n
positive impact on students' attitudes toward Schools. Contemporary Issues in Education Research, 11(1), 17–
mathematics teaching-learning processes. This implies 24.https://doi.org/10.19030/cier.v11i1.10118
that each facet of the distance learning setup Allen, J. P., Gregory, A., Mikami, A. Y., Lun, J., Hamre, B. K., &
contributes favorably to how students perceive and Pianta, R. C. (2013). Observations of Effective Teacher–Student
engage with mathematics. Interactions in Secondary School Classrooms: Predicting Student
Achievement with the Classroom Assessment Scoring
System—Secondary. School Psychology Review, 42(1), 76–
Moreover, the study revealed a noteworthy mediation 98.https://doi.org/10.1080/02796015.2013.12087492
effect, indicating that the self-esteem of students plays
a positive role in mediating the relationship between Arcilla, J. (2020). DepEd releases simplified curriculum. The Manila
Times. R et ri ev ed Sept e mb e r 13, 2020, from
the distance learning educational atmosphere and their
https://doi.org/10.1186/s40561-021-00168-5https://www.manilatime
attitudes toward mathematics teaching-learning s.net/2020/06/16/news/national/deped -releases-simplified-
processes. In other words, students' self-esteem acts as curriculum/731978/
Fabian, K., Topping, K. J., & Barron, I. G. (2016). Mobile Minnick, D.R. (1989). A Guide to Creating Self-Learning Materials.
technology and mathematics: Effects on students’ attitudes, International Rice Research Institute. Los Baños, Laguna,
engagement, and achievement. Journal of Computers in Education, Philippines.
Nsengimana, T., Bazimaziki, G., Nyirahabimana, A., Supple, A. J., Su, J., Plunkett, S. W., Peterson, G. W., & Bush, K. R.
Mushimiyimana, J. B., Mutarutinya, V., Mugabo, L. R., & (2013). Factor structure of the Rosenberg self-esteem scale. Journal
Nsengimana, V. (2021). Online Learning during COVID-19 of C r o s s - C u l t u ra l P s y c h o l o g y , 4 4 (5 ), 7 4 8 - 764.
Pandemic in Rwanda: Experience of Postgraduate Students on h t tp s :/ /d oi . o rg /1 0. 11 77 /0 163 27 87 09 356 18 7
Language of Instruction, Mathematics and Science
Education. Contemporary Mathematics and Science Education, 2(1), Thakkar, J. J. (2020). Structural Equation Modelling: Application
ep21009. https://doi.org/10.30935/conmaths/10788 for Research and Practice (with AMOS and R) (Vol. 285). Springer
Nature.
Oginni, O. I., Akinola, A. S., Fadiji, A. E., & Amole, P. T. (2021).
Effects of Mastery Learning Strategy on Secondary School Students Vakoufari, M., Christina, A., & Mavroidis, I. (2014). Self-Esteem
Performance in Mathematics. European Journal of Education and and Loneliness as Factors Affecting Distance Learning
Pedagogy, 2(5), 59–63. https://doi.org/10.24018/ejedu.2021.2.5.171 Students. The European Journal of Open, Distance and E-
Learning, 17(2), 100–116.https://doi.org/10.2478/eurodl-2014-0022
Pellas, N. (2014). The influence of computer self-efficacy,
metacognitive self-regulation and self-esteem on student Vandecandelaere, M., Speybroeck, S., Vanlaar, G., De Fraine, B., &
engagement in online learning programs: Evidence from the virtual Van Damme, J. (2012). Learning environment and students’
world of Second Life. Computers in Human Behavior, 35, mathematics attitude. Studies in Educational Evaluation, 38(3-4),
157–170. https://doi.org/10.1016/j.chb.2014.02.048 107-120. https://doi.org/10.1016/j.stueduc.2012.09.001
Pereira, L., & Gomes, S. (2022). The Impact of Distance Learning Videla, R., Rossel, S., Muñoz, C., & Aguayo, C. (2022). Online
on the Teaching-Learning Process of Mathematics in Higher Mathematics Education during the COVID-19 Pandemic: Didactic
Technical Education. Journal of Educators Strategies, Educational Resources, and Educational
On l in e , 19. h t t p s : / / e r i c . e d . g o v / ? i d = E J 1 3 4 7 0 2 5 Contexts. Education Sciences, 12(7),
492. h tt p s: / /do i .o rg /10 . 339 0/e d uc s c i12 07 049 2
Phan, H. P., & Ngu, B. H. (2018). An examination of social and
psychological influences on academic learning: A focus on self- Vlădescu, C. (2022). Mastery Learning and the Impact of the
esteem, social relationships, and personal interest. Social COVID-19 Pandemic on Teaching and Learning Mathematics in
Psychology of Education, 21(1), Romanian Schools. Journal of Education in Black Sea Region, 7(2),
5 1 -7 3 . h t t p s : / / d o i . o rg / 1 0 . 1 0 0 7/ s 1 1 2 1 8 -0 1 7 -9 4 0 7 -9 2-23. https://doi.org/10.31578/jebs.v7i2.258
Pokhrel, S., & Chhetri, R. (2021). A Literature Review on Impact of Wasserman, E., & Migdal, R. (2019). Professional Development-
COVID-19 Pandemic on Teaching and Learning. Higher Education Differences in teachers’ attitudes between online and traditional
for the Future, 8(1), training courses. Online
133–141. https://doi.org/10.1177/2347631120983481 Learning, 23(1). https://doi.org/10.24059/olj.v23i1.1299
Rameli, M. R. M., Alhassora, N. S. A., Bunyamin, M. a. H., & Wolf, E. J., Harrington, K. M., Clark, S. L., & Miller, M. W. (2013).
Hanri, C. (2020). Student Teachers’ Attitude and Self-esteem Sample Size Requirements for Structural Equation Models: An
towards Online Learning: Application of Rasch Measurement Evaluation of Power, Bias, and Solution Propriety. Educational and
Model. Universal Journal of Educational Research, 8(11C), 37– psychological measurement, 76(6), 913–934.
44. https://doi.org/10.13189/ujer.2020.082305 h t tp s :/ /d oi . o rg /1 0. 11 77 /0 013 16 44 13 495 23 7
Rohmadi, K. D., & Indriani, L. (2020). An Analysis of Students’ Xie, F., Xin, Z., Chen, X., & Zhang, L. (2019). Gender difference of
Inhibition Level on Synchronous Class Using Video Chinese high school students’ math anxiety: The effects of self-
Conferencing. Jurnal Review Pendidikan Dan Pengajaran, 3(2), esteem, test anxiety and general anxiety. Sex Roles, 81(3), 235-244.
349–357.https://www.manilatimes.net/2020/07/26/opinion/columnis https://psycnet.apa.org/doi/10.1007/s11199-018-0982-9
ts/topanalysis/what-will-happen-to-5000-public-schools-without-
electricity/745888/https://doi.org/10.31004/jrpp.v3i2.1360 Yuanita, P., Zulnaidi, H., & Zakaria, E. (2018). The effectiveness of
Realistic Mathematics Education approach: The role of
Ronquillo, M. (2020). What will happen to 5,000 public schools mathematical representation as mediator between mathematical
without electricity? The Manila Times. Retrieved September 13, b e l i e f and p ro b l e m s o l v i n g . PL OS ONE, 1 3 (9 ),
2020 from e0204847. https://doi.org/10.1371/journal.pone.0204847
Yuliani, R. E., Suryadi, D., & Dahlan, J. A. (2019). Analysis of Western Pub.
mathematics anxiety of junior high school students. Journal of
Physics, 1157, Affiliations and Corresponding Information
042053.https://doi.org/10.1088/1742-6596/1157/4/042053 Aarhus M. Dela Cruz
Zaman, S., & Nashmena, H. (2021). IMPACT OF ONLINE
Polytechnic University of the Philippines
EDUCATION ON STUDENT’S SATISFACTION AND
SELFCONFIDENCE ON LEARNING DURING COVID -19 IN
PAKISTAN. Pakistan Journal of Educational Research, 4(3).
https://doi.org/10.52337/pjer.v4i3.273