Even though the pandemic has ended and face-to-face classes have resumed as the primary mode of instruction across the country, distance learning remains prevalent. Many schools and students continue to rely on distance learning for various reasons, such as the need for flexibility, lingering public health concerns, natural calamities, and other factors. This indicates the importance of continuously assessing the implementation of distance learning modalities in schools, even after the pandemic. This ensures that mathematics teachers' practices are adapted to the current context, learners remain engaged despite the distance, and assessments are conducted validly and reliably. This qualitative study aimed to explore and analyze the experiences, challenges, and coping strategies of eight selected mathematics teachers from two public schools, one school per district, in the Division of Antipolo City, Philippines. The focus was on their ongoing adaptation to alternative learning delivery modalities (ALDM) in teaching mathematics at the secondary level. The study conducted an in-depth analysis of these experiences, challenges, and strategies. Findings suggest that implementing ALDM in mathematics teaching is still a viable tool to ensure the continuity of learning despite any disruptions, although its success depends on the type of learner. The study highlighted the importance of preparation, indicating that both teachers and learners need to be adequately prepared for the transition to distance learning. These results served as a basis for proposing a plan to support not only the teachers but also the students and their respective schools in effectively teaching mathematics during the implementation of ALDM.
John Edward A. Combo (Fri,) studied this question.