Mathematics Teachers' Views on Online Learning Implementation Barriers


  • Alcher J. Arpilleda St. Paul University Surigao
  • Milagrosa P. Resullar St. Paul University Surigao
  • Reubenjoy P. Budejas St. Paul University Surigao
  • Ana Lea G. Degorio St. Paul University Surigao
  • Reggienan T. Gulle St. Paul University Surigao
  • Mark Clinton J. Somera St. Paul University Surigao
  • Roderick Sayod St. Paul University Surigao
  • Bernah Rizza May A. Galvez St. Paul University Surigao
  • Myrna D. Ariar St. Paul University Surigao
  • Emelyn S. Digal St. Paul University Surigao
  • Wilje Mae T. Angob St. Paul University Surigao
  • Joe Mark Stephen D. Atis St. Paul University Surigao



Online Learning Implementation Barriers, Mathematics Teaching, Pandemic


Mathematics teachers face challenges when it comes to delivering instruction, particularly on topics that require practical applications. This study aimed to determine the barriers encountered in implementing online learning during the pandemic. A quantitative descriptive research design was employed, utilizing a survey technique, with twelve mathematics teachers from St. Paul University Surigao as participants. The primary instrument used to gather data was an adapted questionnaire from Mailizar et al. (2020). Statistical tools employed in this study included Frequency Count and Percentage Distribution, Mean and Standard Deviation, and Analysis of Variance. Findings revealed that respondents poorly perceived the identified online learning implementation barriers, specifically, the teacher-level and student-level barriers. Consequently, the school provided them with enough support for the online learning implementation during the pandemic. It is also concluded that the teachers' number of years in service affects the perception of the online learning implementation barrier in terms of the teacher level barriers. Based on the results, it is recommended that additional training and support be provided to both teachers and students to create an effective online teaching and learning environment, as the teacher-level and student-level barriers were found to be most prominent.


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