Teachers’ Responsiveness to Students’ Needs in Solving Mathematical Problems Under Modular Distance Modality

Abstract

This qualitative study explored teachers’ responsiveness to students' needs in learning mathematical problem-solving under Printed Modular Distance (PMDL) modality. Mathematics teachers’ responsiveness refers to awareness and disposition to attend to and provide an appropriate response based on students' needs. The participants of this study were 20 teachers, comprised of both junior high school and senior high school teachers, who are teaching in two (2) of the public schools in Imus City, Cavite, and Antipolo City, Rizal, respectively. The participants were purposively selected since they handled mathematics subjects under the PMDL modality for the school year 2021-2022. For the data analysis, the audio record, as well as the field notes, were transcribed into words and then examined by looking for indications of categories and different codes. It was concluded that despite the challenges in the new modality, teachers continue to respond and find ways to address the needs of students and that their awareness guides them on how they respond to and address these needs of the students in solving mathematical problems under modular distance learning. These findings were used as a basis for crafting an action plan to better support teachers in implementing responsive instructions to students under modular distance learning.