EFFECTS OF ONLINE LEARNING ON THE PROBLEM-SOLVING ABILITY OF THE STUDENTS: BASIS FOR A PROPOSED PROGRAM

Abstract

Online learning has made it easier for students to access information and develop problem-solving strategies, particularly in Mathematics. Through online platforms like Google, YouTube, and other online learning platforms, students are able to explore various techniques to solve mathematical problems. However, many students still struggle with mathematical computations. According to an article entitled “Mathematics Difficulties,” students often make errors due to inconsistent computations, even when they have a solid knowledge of mathematical concepts. They make common mistakes such as misreading signs and carrying numbers incorrectly, which leads to errors. Some students, despite their ability to engage in higher-level mathematical thinking, find themselves placed in remedial classes due to these errors.

A major challenge students face when solving mathematical problems is understanding the problem itself—analyzing its concepts and determining the appropriate method to apply. Problem-solving involves identifying, analyzing, and implementing the best possible solutions. It not only helps in finding effective remedies but also in understanding the root causes of errors. While problem-solving is often viewed as a distinct skill, it is supported by several interconnected cognitive abilities that contribute to mathematical success. This research aims to examine the effects of online learning on students' problem-solving skills as a basis for a proposed program. The study seeks to determine whether online learning effectively enhances students' ability to analyze and solve mathematical problems. 

Both students and teachers play a crucial role in this study, as understanding the impact of online learning can help educators develop strategies to improve students' problem-solving abilities. The results indicate a significant difference in the problem-solving ability of respondents based on sex. However, this suggests that problem-solving ability is not inherently dependent on sex. Both males and females can exhibit high or low levels of problem-solving ability, reinforcing that other factors may influence this skill. On the other hand, there is no significant relationship between the level of exposure to online learning and the respondents' problem-solving ability. This suggests that students can develop high problem-solving skills regardless of their exposure to online learning, and those with high exposure to online learning may still exhibit lower problem-solving ability.