Covid-19 Distance Teaching-Learning Modes: Which do Mathematics Education Students Appreciate and Prefer?

The study determined which distance teaching-learning mode of instruction during COVID-19 pandemic period is best appreciated and preferred by mathematics education students. It utilized a qualitative method of research which does not use standard instruments. It used the actual mode of instruction the respondents received from their teachers which they have listed and from among the list, they chose one as the best. It utilized BSED mathematics major students for school year 2020-2021 and 2021-2022, taking mathematics subjects of the University of Science and Technology of the Philippines, Cagayan de Oro City campus. Frequency, percentages and qualitative analysis of the data from respondents’ feedback on the mode of online instruction they experienced and the results revealed that the distance teaching-learning mode using Work text with whiteboard in Google meet for discussion and recording of classroom discourse was chosen the best mode of instruction. The researchers recommend that teachers in distance teaching-learning process may use the mode which uses Work text, whiteboard for discussion with recording of the whole classroom discourse episodes.


A. Introduction
Man was not created to be self-contained, but to relate to his Creator and to one another which is essential in the teaching-learning educational process to achieve a high-level of conceptual understanding especially for mathematics which develops a person's critical thinking skills for decision making. The COVID-19 pandemic has created unprecedented challenges economically, socially, and politically across the globe. More than just a health crisis, it has resulted in an educational crisis (Dayagbil, Palompon, Garcia, & Olvido, 2021). The COVID-19 phenomenon has created a barrier on the process and has forced the education industry to adapt distance teaching-learning modes through online using technology to bring the lessons to students which become a common element in educating the youth. Although, not all teachers are prepared to use the technology for online instruction especially for mathematics due to its abstract nature of the course and other new instructional materials, educational institution administrators have pushed them to implement the online teachinglearning mode. The aim is to prevent the spread of the virus, even with the problems of internet connections and gadgets for both students and teachers in the Philippines.
Distance teaching-learning existed many years ago and online learning has been the trend in some colleges and universities even before the COVID-19 pandemic (Bejerano 2008;Harasima 2009;Lorenzetti 2008).
However most of the schools preferred face to face classroom instruction because of the importance of social interaction which is necessary in the development of the whole being of the youth and also needed in hard science courses which require hands on laboratory experience. But due to the pandemic, online teaching learning is adapted in almost all educational institutions at all levels be it kindergarten, primary, junior or senior high schools to allow students grow in their mental state, hand in hand with their chronological age and also to avoid a vacuum in the supply of appropriate manpower to sustain the country's economic activities for growth.
Due to connectivity limitations, the notion of flexible learning has evolved as an option for online learning, particularly in higher education institutions in the Philippines. Flexible learning focuses on offering students control over their learning pace, location, and medium, which can be facilitated by suitable pedagogical practice (Gordon, 2014). Teachers used varied distance teaching-learning modes, many used technology in synchronous and asynchronous style with interactive communication common to digital platform which unfortunately have few documented study are available (Edwards, 2012) and some used printed modules only. For modules, students are left to learn the contents of the course alone by reading the printed module and answering the activities to assess whether students understand the lesson by themselves or as may be helped by their parents and other elders at home where students do not have interaction with school teachers. A question may be asked, which mode of distance teaching -learning mode is appreciated or preferred by students? Are the modes of distance learning following some of the appropriate established principles and theories of learning? Dewey (1938) in his experiential learning theory posited that learning is facilitated by doing. However it seems distance learning modes mostly allow students to be passive learner, especially when the mode is only video clips, power point presentations only without discussion, film showing, module only and others methods which do not involve participation of learners. In addition, Vygotsky (1978) believed that if students can be in a group of learners where they can interact using group chat, learning may take place with the help of others who may understood the lesson well. It is necessary that the teacher in the distance learning mode will incorporate in their learning episodes the theory of Dewey (1938) and Vygotsky (1978) for better assimilation of the concepts and theories being taught. But who will be the best judge of which mode preferable and best appreciated?
It is believed that the one who were subjected to the process are the ones who can appreciate the process. It is likely that those who received or experiences such process may adapt it for their own use or share the idea to others. Based on this premise, a survey is done to determine which distance teaching-learning mode is best appreciated and preferred by mathematics

B. Method
The study is a qualitative-survey design. It used a qualitative method since it examined the respondents' statement of their appreciation The standard survey instrument was not used in this study. The researcher simply asked the student respondents in 2020 to list down all the mode of instructions they have experienced from their teachers in different subjects. They have come up with five (5) distance teaching-learning modes. They were asked to indicate which of the five they liked best because they can learn despite the absence of face to face interaction physically and to write some comments about their experienced in such mode of instruction.
The 2020 list are: A. Worktext, using Google meet for discussion, explanation and illustration with whiteboard, interaction with classmate and teacher virtually, activities to be submitted and recording of virtual discussion, B. Module, with Google classroom for discussion, without whiteboard but with activities, C. Module, with You Tube presentation, and activities as assignment, D. Module, using video clip and activities and E.
Module, with film showing and activities. In 2021, the researcher asked another group of students to list down all the mode of instructions they experienced and seven (7) distance teaching-learning modes were in the list.
These were the modes: 1. Discussion with power point, activities on University of Science and Technology e-learning Platform (USTeP), 2.
Reporting by groups, reporter give quiz, and teacher give quiz to validate student's learning, 3. Module from USTeP, discussion with PowerPoint, activity and quizzes, 4. Module on USTeP, no synchronous class, activities per week and major exam, 5. Discussion with power point, activities on Google classroom, 6. Module on USTeP, discussion with power point, quizzes and major exam, 7. Worktext, using Google meet for discussion with class participation virtually, quizzes, activities, major exam, and journal and recorded virtual discussion. The student respondents were requested to select which mode they liked best and desired to use if they will be a teacher in the future in any situation be it normal or pandemic.
They were encouraged to reason why they selected such mode.
On the onset of the pandemic in 2020, teachers were unprepared to adapt any of the distance teaching-learning modes. The University of Science and Technology of the Philippines administration initiated to conduct a training to help teachers become familiar with the online program of instruction using the University of Science and Technology elearning Platform (USTeP), but some teachers found it complicated so they were given options to use programs which they are compatible and familiar. Some used Google meet, Google classroom, modules, you-tube  (7) modes. They were requested also to select which among the seven is the best mode and they prefer to use when they will become teachers. They were asked to give reasons why they come up with such choice. The data collected from the respondents were analyzed using frequency, percentages, qualitative analysis and online interview to verify whether their responses and choices written were in congruence for triangulation.
To determine which of the distance teaching-learning mode experienced by the respondents was appreciated and preferred, the responses collected were tallied to get their frequencies and to compute the percentages for analysis. The respondents answer to the interview questions were also analyzed to determine if their answers in verbal or written were consistent.

C. Result and Discussion
The tables that follow show the frequencies and percentages of the responses of the two groups of respondents, those collected in 2020 and 2021. They were students of the College of Science and Technology Education (CSTE) taking mathematics courses.  There are still other respondent's comments but are similar to those included here. Following are some participants' answer to the interview to validate the authenticity of their written responses: Question: What is your best from among the listed distance teaching-learning modes? And why such choice? Jim: I chose method A because it is just like we have face to face class before pandemic and if I miss the virtual discussion, I can view the recorded discussion.

Susan: I chose method A even if I cannot attend the virtual discussion because I have no gadget, but I have printed the Worktext for the whole semester lesson. I can view the recorded lesson if I can borrow cell phone.
It can be observed that the 2020 respondents' oral answers during the interview agree with what they say in the written comments. Their answers to the question in the interview were consistent both verbal and written. It can be seen further that what the respondents appreciate and preferred is the distance teaching-learning mode that has the features of printed learning material for the whole course, discussion and illustration of concepts, explanation of abstract ideas, interaction, participation and being engaged during class discussion using whiteboard and most importantly that the classroom discourse episodes are recorded for them to review. It can be noted that the respondents appreciation and preference supports the theory of Dewey (1934) of experiential learning and Vygotsky (1978) theory that learning best occur with the support of others who understood the concept well.  Table 2 shows the frequencies and percentages of student's responses on each of the distance teaching-learning mode experiences. It can be observed that majority of the respondents chose the mode of instruction which has interaction, illustration with the use of whiteboard, and other more engaging tasks like journal writing, activities, seat work and student-teacher discourse recorded during class discussion episodes.
Other modes have lesser student attraction to choose due to lack of discussion and engagement where the respondents can participate. The mode with Worktext accompanied by virtual discussion and explanation of topics every meeting was more appreciated and preferred by student respondents. In addition the recording of classroom discourse episodes attracted the students to choose mode 7 because students with poor internet connection can view the recorded lessons and can allow them to cope up the topics missed with understanding.
From the students written responses in matrix or paragraphs, it can be gleaned that their choices was influenced by their interest to learn , they wanted to participate, interact, ask questions for clarification and do more tasks. It may be due to their desire to master the concepts because the respondents are teacher education students major in mathematics, who will be mathematics teachers after graduation. Following are the

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written reasons and their choices for the best by ranking the modes from 1 as best and 7 as last, but some rank only until 5. The names are not written for anonymity but letter are used.
From the preceding students' point of view based on their choices of which is the best distance teaching-learning mode and the reasons for their choices, it can be observed that their statements have coherence and cohesiveness. They were active in their way of reasoning, has shown rigor in their effort to learn and desire to acquire mastery of the topics preparing themselves to become effective teachers. They are already critic of what is good teaching and learning process and has developed an aspiration of being an efficient teacher. They have already developed a value of quality of instructions for the interest and well-being of the learners. To verify further the respondents' written reasons of their choices an interview was done. Below are some of their oral answers: Question: Why do you consider your choice as the best online instruction? And why do you say it as the best from your experience? (Not their real names) Rey: I considered the mode with Worktext as best because we have interaction during discussion and I can learn from others and from our teacher. Besides we can ask question immediately if we have doubts which are important in the learning process. So I will be sure of what will I answer during examination and what I will teach when I will be already a teacher. I prefer this method and not the other methods which are not concern of students' learning.
John: I considered the mode with Worktext best because I can read in advance , I can ask question if I have doubts, I can participate in the discussion, I can follow how the solution is done in the whiteboard especially in proving theorems. The discussion is recorded, so those without load can view the recorded discussion any time. I liked also the quizzes so I can test my understanding of the topic, also the writing of journal so I will not forget the lesson and I will be prepared for any examination in the future. From the interview of the randomly chosen student respondents, it can be observed that their oral and written choices and reasons are in congruence. What they have written were the same as their verbal answers in essence during the interview. It can be deduced that answers came their hearts because their oral answers did not deviate from they have written and shown sincerity of their answers. They further said that their class have semblance of face to face normal phenomenon. It can be observed that students want to communicate their understanding and share ideas to facilitate proficiency.

D. Conclusion
Based on the findings of the qualitative analysis of this study, the researchers concluded that the Distance Teaching-Learning Mode with Worktext for the whole semester which has discussion using whiteboard, explanation, in Socratic method of interaction and have many other tasks with recording of classroom discourse is the respondents best choice, most appreciated and most preferred . The mode which has engaged the respondents have promoted fluency, flexibility of thinking and communication of mathematical concepts. The quizzes after discussion have kept the respondents mind focus and active that will help them prepare to teach any subject most especially mathematics in the future. The researchers recommend that mathematics teachers may use during this pandemic period the Worktext for the whole course or printed module for the whole course with discussion, participation, interaction using whiteboard for illustration and explanation of concepts, including quizzes to promote mind focus and concentration, activities and journal for reinforcement and record classroom discourse to enhance mathematical communication of concepts, fluency, flexibility of thought for all students especially for future teachers.