Solving Mathematical Word Problems in Distance Education: Basis for Developing a Learning Mapping Teaching Strategy

Basis for Developing a Learning Mapping Teaching Strategy

Abstract

This quantitative-descriptive study examined the students' perceptions and attitudes on solving mathematical word problems in distance education and the college instructors' teaching skills and utilization of instructional materials. This study involved 217 college students in one of the state universities in the Philippines in the school year 2021-2022. Results showed that students agreed that distance education was an effective learning modality in solving mathematical word problems and that it promoted positive attitudes. Meanwhile, students agreed that their instructors have sufficient and effective teaching skills in distance education, although they should enhance their enthusiasm to facilitate the teaching-learning process. While students agreed on the appropriateness and effectiveness of their instructors' use of instructional materials, diversifying instructional materials should be improved. Moreover, Perez’s Learning Mapping was designed based on the study’s results. It consists of four (4) learning procedures, focusing on what students have learned and identifying what students want to connect, create, and share. Also, this study suggests that instructors be exposed to instructional and digital skills training and that seasoned instructors should receive support in adopting digitalization in the present educational system. There should be a feedback mechanism for improving online learning, and institutions may allocate funding and incentives for student project-driven innovation. Furthermore, this study recommends using Perez’s Learning Mapping as one of the strategies to aid students in the teaching-learning process.