Delivering Mathematics Instruction in the Senior High School Amidst the Pandemic: Basis for Enhanced Learning Continuity Plan

This study investigated how teachers delivered mathematics instruction and how parents received it during the pandemic. Using mixed methods, 31 parents of 31 students, who took a 24-item mathematics test, responded. Thematic analysis was used for qualitative, while frequency counts, percentage distribution, mean, Kruskal-Wallis, and Wilcoxon Signed Ranks Test was used for quantitative. Teachers were highly active in terms of (1) packaging, distribution, and retrieval of self-learning modules, (2) learning activities, and (3) learning assessment, whereas parents perceived teachers to be highly involved in terms of (4) health safety. However, students’ performance on numeracy fell short of expectations. Classifying parents by profile revealed significant differences in students’ performance and teachers’ engagement. Similarly, there was a correlation between the four instructional delivery components and students’ performance. Parents cited their inability to assist their children at home as one of the teachers’ difficulties but they perceived that teachers delivered a good education despite difficulties.