The study aimed to investigate the difficulties Grade 5 learners faced in transitioning from online to face-to-face math learning in the post-pandemic era. The research design involved qualitative methods to gather a comprehensive understanding of learners' experiences. In-depth interviews or focus groups were conducted with learners to gather rich descriptions of their experiences, Thematic analysis was used to analyze the qualitative data. The study was conducted at Bukidnon State University Laboratory School S.Y. 2022-2023. The results of the study revealed three main themes: challenges with self-regulation, difficulties in communication, and lower levels of motivation and engagement. The learners reported that the sudden shift from online to face-to-face instruction disrupted their routines and caused them to struggle with staying focused and organized. They also found it challenging to ask questions, seek help, and participate in class discussions in face-to-face classes. Additionally, they reported feeling less motivated and engaged in face-to-face classes compared to online classes. The findings of this study could provide valuable insights for instructors and education policymakers in developing effective strategies to support learners during the transition from online to face-to-face math learning.
| Published in | International Journal of Elementary Education (Volume 12, Issue 2) |
| DOI | 10.11648/j.ijeedu.20231202.11 |
| Page(s) | 32-36 |
| Creative Commons |
This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited. |
| Copyright |
Copyright © The Author(s), 2024. Published by Science Publishing Group |
Learners’ Difficulties, Online Class, Face-to-Face, Math Learning, Post-Pandemic Era
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APA Style
Anally Añasco Villanca. (2023). Investigating the Learners’ Difficulties in Transitioning from Online to Face-to-Face Math Learning in the Post-Pandemic Era. International Journal of Elementary Education, 12(2), 32-36. https://doi.org/10.11648/j.ijeedu.20231202.11
ACS Style
Anally Añasco Villanca. Investigating the Learners’ Difficulties in Transitioning from Online to Face-to-Face Math Learning in the Post-Pandemic Era. Int. J. Elem. Educ. 2023, 12(2), 32-36. doi: 10.11648/j.ijeedu.20231202.11
AMA Style
Anally Añasco Villanca. Investigating the Learners’ Difficulties in Transitioning from Online to Face-to-Face Math Learning in the Post-Pandemic Era. Int J Elem Educ. 2023;12(2):32-36. doi: 10.11648/j.ijeedu.20231202.11
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Download@article{10.11648/j.ijeedu.20231202.11,
author = {Anally Añasco Villanca},
title = {Investigating the Learners’ Difficulties in Transitioning from Online to Face-to-Face Math Learning in the Post-Pandemic Era},
journal = {International Journal of Elementary Education},
volume = {12},
number = {2},
pages = {32-36},
doi = {10.11648/j.ijeedu.20231202.11},
url = {https://doi.org/10.11648/j.ijeedu.20231202.11},
eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijeedu.20231202.11},
abstract = {The study aimed to investigate the difficulties Grade 5 learners faced in transitioning from online to face-to-face math learning in the post-pandemic era. The research design involved qualitative methods to gather a comprehensive understanding of learners' experiences. In-depth interviews or focus groups were conducted with learners to gather rich descriptions of their experiences, Thematic analysis was used to analyze the qualitative data. The study was conducted at Bukidnon State University Laboratory School S.Y. 2022-2023. The results of the study revealed three main themes: challenges with self-regulation, difficulties in communication, and lower levels of motivation and engagement. The learners reported that the sudden shift from online to face-to-face instruction disrupted their routines and caused them to struggle with staying focused and organized. They also found it challenging to ask questions, seek help, and participate in class discussions in face-to-face classes. Additionally, they reported feeling less motivated and engaged in face-to-face classes compared to online classes. The findings of this study could provide valuable insights for instructors and education policymakers in developing effective strategies to support learners during the transition from online to face-to-face math learning.},
year = {2023}
}
TY - JOUR T1 - Investigating the Learners’ Difficulties in Transitioning from Online to Face-to-Face Math Learning in the Post-Pandemic Era AU - Anally Añasco Villanca Y1 - 2023/05/10 PY - 2023 N1 - https://doi.org/10.11648/j.ijeedu.20231202.11 DO - 10.11648/j.ijeedu.20231202.11 T2 - International Journal of Elementary Education JF - International Journal of Elementary Education JO - International Journal of Elementary Education SP - 32 EP - 36 PB - Science Publishing Group SN - 2328-7640 UR - https://doi.org/10.11648/j.ijeedu.20231202.11 AB - The study aimed to investigate the difficulties Grade 5 learners faced in transitioning from online to face-to-face math learning in the post-pandemic era. The research design involved qualitative methods to gather a comprehensive understanding of learners' experiences. In-depth interviews or focus groups were conducted with learners to gather rich descriptions of their experiences, Thematic analysis was used to analyze the qualitative data. The study was conducted at Bukidnon State University Laboratory School S.Y. 2022-2023. The results of the study revealed three main themes: challenges with self-regulation, difficulties in communication, and lower levels of motivation and engagement. The learners reported that the sudden shift from online to face-to-face instruction disrupted their routines and caused them to struggle with staying focused and organized. They also found it challenging to ask questions, seek help, and participate in class discussions in face-to-face classes. Additionally, they reported feeling less motivated and engaged in face-to-face classes compared to online classes. The findings of this study could provide valuable insights for instructors and education policymakers in developing effective strategies to support learners during the transition from online to face-to-face math learning. VL - 12 IS - 2 ER -
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