Understanding the Effects of Modular Distance Learning on Junior High School Students' Mathematics Academic Performance in Post pandemic: A Teacher's Perspective.

This study explored the effects of modular distance learning in post-pandemic on junior high school students' academic performance in mathematics in the Philippines from a teacher's perspective, specifically how the academic performance in terms of class participation and understanding the mathematical concepts of Grade 10 learners have been affected following modular distance learning, the specific challenges Grade 10 learners faced in their efforts to learn Mathematics after the modular distance learning in post-pandemic, and recommendations that teachers can offer to mitigate learning loss and enhance the learning experiences of Grade 10 learners in Mathematics, considering the impact of modular distance learning. This study utilized qualitative interviews in a case study approach with five (5) Grade 10 Mathematics teachers; the study revealed significant issues such as diminished mathematical understanding, lower student participation, challenges in reading comprehension, and a lack of basic math skills among students. Furthermore, the research highlighted a notable decline in students' motivation and engagement. To counteract these adversities, teachers recommended strategies focused on peer collaboration and the reinforcement of foundational math skills to promote meaningful learning experiences and mitigate learning losses. It can be concluded that the mathematics learning of the grade 10 learners was greatly affected by modular distance learning as a learning modality during a pandemic. This paper underscores the urgent need for adaptive educational strategies and interventions to support effective mathematics instruction in a distance learning environment. [ABSTRACT FROM AUTHOR]