Comparative Study on the Influence of Remote Learning in Teaching Mathematics in the Modern World
DOI:
https://doi.org/10.65339/ijsis.V1.I3.187Keywords:
Academic Achievement, Ability to Conceptualize Mathematics, Blended Class, Delivery Methods, Mathematics Education, Modular Method, Online Class, Remote Learning, Self-LearningAbstract
This study examined the extent of influence of remote learning modalities (online class, modular method, and blended class) and delivery methods (self-learning, ability to conceptualize mathematics, and academic achievement) on mathematics education among second- to fourth-year nursing students at Sultan Kudarat State University – ACCESS Campus. Anchored on Dewey’s Theory of experiential growth through environmental interaction, the research employed a descriptive-correlational quantitative design. Data were gathered from 200 respondents selected through convenience sampling via a five-point Likert-scale questionnaire. Findings showed very high influence for online class (mean 3.43) and blended class (mean 3.52), and high influence for modular method (mean 3.33), yielding an overall remote-learning mean of 3.43. Delivery methods registered moderate influence for self-learning (mean 3.29) and high influence for ability to conceptualize (mean 3.54) and academic achievement (mean 3.50), with an overall mean of 3.44. Pearson correlations indicated low associations for online (r = 0.40) and modular (r = 0.45) modalities and a moderate positive association for blended class (r = 0.53) and overall remote learning (r = 0.58) with delivery methods; all relationships were statistically significant and the null hypothesis was rejected. The study concludes that remote learning significantly contributes to the effectiveness of mathematics delivery methods. Recommendations include peer interactions, critical-thinking questions, interactive technologies, enhancement programs, and replication by future researchers. The work aligns with SDG 4 (Quality Education) by strengthening continuous mathematics learning under crisis conditions and with SDG 3 (Good Health and Well-Being) through support for nursing-student competence. It advances educational and institutional sustainability by informing adaptive delivery strategies suited to resource-limited rural campuses.
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