Research 302

1. VIRTUAL LEARNING COURSE BARRIERS
AMONG BSED-MATHEMATICS
STUDENTS
RESEARCH PROPOSAL
RES 302
RESEARCH IN EDUCATION

2. RATIONALE
• The outbreak of Coronavirus since the later part of 2019 have brought about untold economic, social,
technical and more importantly well-being of diverse people around the world. It inarguably forced many
educational institutions around the world to switch to online mode of facilitating learning. It increased the
demand and importance of virtual learning activities in many institutions and it is vital to understand how
the different delivery modes and motivation of online learning are related to the barriers.
•
• Despite of the modes of learning, there are barriers that students has to face especially to the mathematics
students. In online mathematics courses, the display of the mathematical concepts, problems and process
steps of the solutions and effective realization of the student-teacher interaction are two factors that affect
learning outcomes (Karal et al ., 2013). In learning about ways of mathematical thinking, logical inference
and discussion of alternative solutions via student teacher interaction constitute the basic principles of
mathematics education (Baki, 2006).
•
• For this reason, the researcher wants to determine the significant relationship between the students’
academic performance in mathematics and virtual learning course barriers among BSED-Mathematics
students enrolled in this first semester of A.Y. 2021–2022 at Mandaue City College. The variables examined
in the study include (a) technological barriers, (b) instructional barriers, © social interaction barriers, and (d)
student motivational barriers.

3. THEORETICAL BACKGROUND
Related Theories
• Constructivism is a learning theory that claims that learning is an active process.
• Constructivists disagree with behaviorists who believe that knowledge is separate from the
mind. They feel that this forces students to develop their own knowledge based on personal
experiences and real-life occurrences.
• The constructivist model’s actions improve people’s ability to solve problems, as well as their
ability to undertake research and work in groups.

4. THEORETICAL BACKGROUND
Related Studies
• The satisfaction of online learning, the effectiveness of online learning, and the possibility
of attending another online class are all highly linked to social interaction.
• Improved social interaction in online learning would seem to logically lead to a more
successful and enjoyable educational experience—one that students would want to repeat.

5. THEORETICAL BACKGROUND
Related Literature
• ‘Online learning’ refers to learning that occurs through a virtual learning environment
(VLE) and at a distance while students are in quarantine at home.
• Al Lily et al. assert that the online learning implemented during the COVID-19 pandemic
was fundamentally different from previous online learning.
• COVID-19 has been the subject of research to see how it affects learning. Abbasi et al.
investigated college students’ attitudes of e-learning during the pandemic. 77% tested had
negative feelings towards online learning and preferred face-to-face instruction.
• Despite the fact that many academics do not regard the learning that occurred during
COVID-19 to be conventional online learning, it is predicted that the learners faced similar
challenges to those encountered by online learners studied in the previous literature. These
barriers have been classified in a variety of ways by researchers.

6. STATEMENT OF THE PROBLEM
This study aims to determine the virtual learning course barriers encountered by BSED-
MATHEMATICS students enrolled in MANDAUE CITY COLLEGE this first semester of
academic year 2021-2022 in relation to their academic performance. The result of this study
will serve as the basis for proposed Virtual Learning Enhancement Program.
Specifically, this seeks to address the following questions:
1. What are the barriers of virtual education learning course in terms of;
1.1 Technological barriers
1.2 Instructors’ barriers
1.3 Social Interaction barriers
1.4 Student Motivation barrier
2. What is the academic performance of the BSED- Mathematics students this first semester
of the Academic year 2021-2022?

7. 3. Is there a significant relationship between the students’ academic performance in
Mathematics and the virtual learning course barriers in terms of;
3.1. Technological barriers
3.2. Instructors’ barriers
3.3. Social Interaction barriers
3.4. Student Motivation barrier
4. Based on the findings, what virtual learning enhancement program can be proposed?

8. Significance of the study
The findings of this study will benefit the following:
• Students will be able to determine the virtual learning course barriers and the academic performance of the
students who were studied in Mandaue City College, as well as get insight on how to surpass the obstacles they
faced in new normal education..
• Teachers will be able to come up an idea that will help them in adjusting their strategies and methods in
teaching. This will also assist them in understanding how students struggled under new normal education
• The school administrator and curriculum developers would go hand-in-hand on how to conduct better
interventions to help students improve their academic performance in mathematics, and they would also be
given in-depth ideas from the virtual learning course barriers.
• Lastly, future researchers could use this research as one of the foundations in conducting their studies that is
similar or related to this, for them to be guided since it would be a great help to gain more related information
to support their future studies.

9. SCOPE AND DELIMITATION
• It is primarily focused on the virtual learning course barriers faced by
BSED-MATHEMATICS students enrolled in Mandaue City College during
the first semester of the academic year 2021-2022.
• The data gathered using an adapted and modified questionnaire from Student
Barriers to Online Learning: A factor analytic study Lin Y. Muilenburga *
and Zane L. Berge.
• This study is only limited to the two variables namely; the virtual learning
course barriers and the academic performance.

10. RESEARCH DESIGN
RESEARCH RESPONDENTS
• This study deals about virtual learning course barriers encountered by BSED-MATHEMATICS
students in relation to their academic performance.
• This study employs a descriptive correctional research approach.
The first year, second year, third year and fourth year continuing students of Mandaue City College taking up a
Bachelor of Secondary Education major in Mathematics were the chosen population of this study.

11. SAMPLING PROCEDURE
• The researchers will be using Slovin sample size formula 𝑛 =
𝑁
(1+𝑁𝑒2)
where: n = number of samples
N= total population
e = error margin/margin of error
The statistical procedures that the researchers will be using to test the null hypothesis of the study are the
following:
• Percentage – is used to represent the quantity of respondents in the specific factor with the quantity
rebased to 100.
• Weighted Mean – is used to determine the average mean of the barriers of virtual education and the
academic performance of the students.
• Pearson Product-Moment Coefficient of Correlation – is used to establish respondent of correlation
between the barriers of virtual education learning course and the academic performance in mathematics of
the respondents.
STATISTICAL TREATMENT FOR DATA