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The Journey of Junior High School Math Teachers in Module Development: A Phenomenological Study

International Journal of Science and Management Studies (IJSMS)
© 2022 by IJSMS Journal
Volume-5 Issue-3
Year of Publication : 2022
Authors : Imma Concepcion C. Pino
DOI: 10.51386/25815946/ijsms-v5i3p102
Citation:
MLA Style: Imma Concepcion C. Pino "The Journey of Junior High School Math Teachers in Module Development: A Phenomenological Study" International Journal of Science and Management Studies (IJSMS) V5.I3 (2022): 8-20.

APA Style: Imma Concepcion C. Pino, The Journey of Junior High School Math Teachers in Module Development: A Phenomenological Study, International Journal of Science and Management Studies (IJSMS), v5(i3), 8-20.
Abstract:
The study explored the Lived Experienced of High School Math Teachers. The outcomes of this study provide insight into math teachers' viewpoints, tactics used, and obstacles and struggles they had throughout COVID-19 module creation. The phenomenological methodology was utilized given the goal of this study is gaining insights into the lived experienced of high school math teachers in module development. Likewise, six participants hailed from different parts of the Department of Education Division of Lapu-Lapu City, using purposive sampling in the selection process. The study revealed twelve significant themes including, (1) viewpoint towards mathematics, (2) mantra in teaching mathematics, (3) role as a math teacher, (4) strategies employed in teaching, (5) sentiments, (6) pressure, (7) module creation, (8) strategies employed in module development, (9) struggles in module creation, (10) motivation, (11) module enhancement/Alteration, and (12) output satisfaction. In creating the modules, the module writers were terrified, hesitant and under pressure. During module development, they encountered difficulties. Despite their difficulties, they completed the module. They were happy and satisfied to have created a module for the students.
Keywords:Module Development, Mathematics.
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