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Published in
Academic Frontiers
Lived Experiences of Secondary Mathematics Teachers during the Transition from Modular Instruction to Face-to-Face Classes: A Phenomenological Study
ACADEMIC FRONTIERS Multidisciplinary e-Publication, 1(2), 16-23, ISSN: 3082-4400, 2025.
Recommended Citation:
Ramos, E. J. (2025). Lived Experiences of Secondary Mathematics Teachers during the Transition from Modular Instruction to Face-to-Face Classes: A Phenomenological Study. In ACADEMIC FRONTIERS Multidisciplinary e-Publication (Vol. 1, Number 2, pp. 16–23). Lakbay-Diwa Publishing. https://doi.org/10.5281/zenodo.15787816
Author(s)
Ramos, Edwin Jr.
Abstract
This phenomenological study delves into the lived experiences of secondary mathematics teachers in the Southeast Cabadbaran district, exploring the challenges and strategies encountered during the transition from modular instruction to face-to-face teaching amidst the COVID-19 pandemic. The research identifies critical obstacles such as learning retention, significant knowledge gaps, and students' mental health and behavioral adjustments. Despite these hurdles, teachers observed notable positive outcomes, including the development of greater student self-reliance and resilience. Through adaptive teaching strategies, peer support, and professional development, teachers navigated these transitions with perseverance and creativity. The findings underscore the complexities inherent in such a significant educational shift, offering insights and recommendations for future educational practices, focusing on bridging learning gaps in mathematics.
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