The Impact of Online Class On Student Success Among Mathematics Majors at DDOSC

The Impact of Online Class on Student Success Among
Mathematics Majors at DDOSC -New Bataan
RATIONAL OF THE STUDY
Mathematics is a crucial subject to study. It serves as a cornerstone for various scientific and
technological advancements. It also promotes analytical and problem-solving skills essential in
the 21st century. Moreover, Mathematics is one of the hardest subjects to take (Ryan Stanley,
2021). The difficulties in mathematics intensely occur especially in online settings, where some
students don’t have strong access to the internet and do not have personal learning space during
online sessions (Bringula et al,2021)
In 2019 COVID-19 arose, and the mode of delivering the lesson is through distance learning.
which is challenging for the students especially those who do not have internet. Moreover, it is
an opportunity for some students due to least cost than face-to-face classes that need to spend
transportation. Even though the conveniences of online classes are perceived, the
mathematics major students are suffering to cope with the topic which is needed visualization
and peer consultation in order to fully grasp the topic.
Most existing studies have concentrated on broader student populations or
specific disciplines such as engineering or education. There is a lack of targeted research that
examines how online learning specifically affects mathematics majors, who may face distinct
challenges due to the nature of their coursework, which often requires problem-solving and
interactive engagement. This research tends to address these gaps to improve the instruction and
to address the difficulty of the students in online class.
This study aims to explore the impact of online classes on student success among
mathematics majors at DDOSC - New Bataan. By examining various dimensions of online
learning—such as student engagement, academic performance, and overall satisfaction—this
research seeks to provide a comprehensive understanding of how digital education affects the
learning outcomes of mathematics students. The findings will not only contribute to the
academic discourse surrounding online education but also offer valuable insights for educators
and institutional policymakers striving to enhance the quality of learning experiences in a rapidly
evolving educational environment.
THEORETICAL FRAMEWORK
This study was anchored in the community of inquiry framework by (Garison, et al. 2007).
The theory recognizes the importance of interactions between the teaching, social, and cognitive
presences in creating positive and collaborative learning communities. Originally the framework
was designed for online learning environments, but it can also be applied to blended and in-
person courses. In the context of online mathematics classes, the theory can help elucidate how
learner engagement and instructor facilitation contribute to student success in mathematics
majors.
This study was also anchored in the transaction distance theory by (Moore, 1970). This theory
posits that distance education spaces disconnect teachers and students. The
theory highlights the importance of dialogue, structure, and autonomy in bridging this distance.
By applying this theory, researchers can analyze how online mathematics courses can be
designed to foster interaction that significantly impacts student performance and success
(Rotar,2022)
Moreover, (Baticulon et al.2021) found that the most frequently encountered of online learning
modalities were difficulty with learning styles, Having responsibilities at home, and
communication or lack of clear direction from educators. In mathematics subject it is essential to
cater the different learning styles of the students to fully grasp the topic. Additionally, having
responsibility at home while listening to discussions could adversely affect the performance of
the students. Moreover, acknowledging this finding schools could create solution in order to
improved the effectiveness of online class in the institution.
STATEMENT OF THE PROBLEM
This research aims to investigate the impact of online classes on students' success among
mathematics majors, specifically, it seeks to answer the following question:
What challenges do mathematics majors at DDOSC experience in adapting to online classes?

1. What problems are faced by mathematics majors during online classes in terms of the
following,
1.1 internet connection
1.2 environment
1.3 availability of gadgets
1.4 destructions
2. how do these challenges impact their academic performance?

Importance of the Study
1. Understanding Student Experience: The transition to online learning has affected

students' engagement, motivation, and academic performance. By focusing on
mathematics majors, this study seeks to uncover how online classes have influenced their
learning experience, which is crucial for understanding their specific challenges and
successes.
2. Evaluating Educational Effectiveness: Mathematics is a discipline that often relies on
interactive problem-solving and hands-on experiences. This study will evaluate whether
online classes effectively facilitate learning outcomes for mathematics students,
providing insights that can inform teaching practices and curriculum development.
3. Identifying Areas for Improvement: By assessing the impact of online classes, the
study aims to identify gaps in the current online education model. This knowledge can
guide educators and administrators in enhancing the delivery of online mathematics
courses, ensuring better support for students.
4. Contributing to Policy Development: Findings from this research may contribute to
policy-making at DDOSC - New Bataan and similar institutions. Understanding the
effectiveness of online learning can lead to improved strategies for integrating technology
in education, especially in mathematics, which is critical for student success.
5. Enhancing Student Support Services: Insights gained from this study can help in the
development of targeted support services for mathematics majors. This includes
strategies for improving online engagement, resources for academic support, and
initiatives to foster a sense of community among students in a virtual environment.
References.
Bringula, R., Reguyal, J.J., Tan, D.D. et al. Mathematics self-concept and challenges
of learners in an online learning environment during COVID-19 pandemic. Smart
Learn. Environ. 8, 22 (2021). https://doi.org/10.1186/s40561-021-00168-5
Ryan Stanley(2021) Why Is Math so hard for some

students/www.prodigygame.com/main-en/blog/math-is-hard
Garrison, D. R., & Arbaugh, J. B. (2007). Researching the community of inquiry framework: Review,
issues, and future directions. The Internet and higher education, 10(3), 157-172.
Rotar, O. (2022). Online student support: a framework for embedding support interventions into the
online learning cycle. In Research and Practice in Technology Enhanced Learning.
https://doi.org/10.1186/s41039-021-00178-4
Baticulon, R. E., Sy, J. J., Alberto, N. R. I., Baron, M. B. C., Mabulay, R. E. C., Rizada, L. G. T., ... &
Reyes, J. C. B. (2021). Barriers to online learning in the time of COVID-19: A national survey of medical
students in the Philippines. Medical science educator, 31, 615-626.

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The Impact of Online Class on Student Success Among

Mathematics Majors at DDOSC -New Bataan

RATIONAL OF THE STUDY

What challenges do mathematics majors at DDOSC experience in adapting to online classes?

2. how do these challenges impact their academic performance?

1. Understanding Student Experience: The transition to online learning has affected

Ryan Stanley(2021) Why Is Math so hard for some

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