For the WIN!

ELM 323

Introduction

Effective leadership is a key factor in the success of any organization. Leadership is not only about what leaders do but also how they manage and influence their members. During the COVID-19 pandemic, distributed leadership and servant leadership were widely utilized to meet organizational goals and needs amidst a global crisis. According to Harris and Jones (2020), distributed leadership remains relevant today and was further highlighted by the pandemic. In schools, this model was implemented by having school heads delegate the management of teachers to department chairpersons and coordinators, while class advisers, in cooperation with parents, managed students. Although this model was in use before the pandemic, the limited interaction between school heads, teachers, and other stakeholders during that period made its principles more noticeable.

Another leadership model widely employed during the pandemic was servant leadership. Many healthcare workers, public officials, and private citizens assumed servant leadership roles during the health crisis. Schools led by servant leaders, prioritized the well-being of students, teachers, and the broader school community, rather than focusing solely on traditional standards.

This paper presents a comparative analysis of distributed leadership and servant leadership in school management, drawing from scholarly definitions and research findings. It examines the similarities and differences between these leadership models, focusing on their theoretical foundations, core principles, and practical applications within educational settings.

Comparative Analysis

Distributed Leadership

Distributed leadership, developed by Spillane and his colleagues, was designed to create a conceptual framework for studying leadership and management with a focus on teaching and learning. The proponents were dissatisfied with the traditional approach to school leadership, which they described as overly focused on leadership positions and individual leaders. Instead of concentrating on leaders, they sought to address the social dimension of leadership practice.

Harris (2013) describes distributed leadership as a model that highlights the interdependent actions of individuals rather than their independent efforts. It focuses on leadership practices that are shared, collective, and distributed among members. This model emphasizes that leadership should not be concentrated in one person, but rather a collaborative effort where the contributions of members are essential to the overall success of the leadership practice. Theoretical support for this model is rooted in activity theory, which suggests that individuals or groups engage with a problem or situation to achieve specific outcomes (Ho & Ng, 2017; Ho et al., 2016; Spillane, 2008).

Servant Leadership

The concept of servant leadership was introduced by Greenleaf (1970) in his essay The Servant as Leader, where he described a servant leader as someone dedicated to the growth and development of their team members. Ehrhart (2004) later expanded on this idea, redefining the model as one where the focus of leaders shifts from financial gain to fulfilling moral responsibilities that benefit subordinates, customers, and the community. Canavesi and Minelli (2022) emphasized that servant leaders prioritize meeting the needs of their members. This leadership style has often been compared to transformational leadership (Burns, 1985), with Farling et al. (1999) noting that servant leadership is frequently regarded as a form of transformational leadership due to the significant overlap in the goals, values, and approaches shared by leaders in both models. Compared to distributed leadership, servant leadership was developed by Greenleaf as a principle focused on serving people rather than as a framework for managing them. The concept of servant leadership was designed as a way of living that can be applied to leaders in any type of organization.

The origin stories of distributed leadership and servant leadership explain the scope of their application today. Distributed leadership is still commonly seen in educational settings and other organizations with hierarchical structures. Meanwhile, servant leadership, being more of a philosophy, is often applied not only in organizations but also in situations where individuals aim to serve a community. These two leadership models highlight two types of leaders: those who lead by position and those who lead by virtue.

Research on Distributed Leadership and Servant Leadership

            Both the distributed and servant leadership models have been found effective in several research studies. Research on distributed leadership suggests that this model is positively related to organizational improvement and student achievement (Harris, 2009; Hallinger & Heck, 2009; Leithwood & Mascall, 2008). Coban and Atasoy (2020) concluded that distributed leadership is significantly associated with the capacity of an organization for innovation and the quality of teacher collaboration. The study of Chang (2011) revealed that, in addition to its positive influence on academic optimism, distributed leadership also indirectly affects student achievement.

Similarly, studies on servant leadership have demonstrated its positive impact on job satisfaction and organizational commitment. Kauppila et al. (2018) found that human resource managers influence how employees perceive justice, which, in turn, increases job satisfaction and commitment. Chiniara and Bentein (2016) discovered that servant leadership indirectly affects task performance, with autonomy and self-sufficiency serving as mediating variables. Kilag et al. (2023) explored the role of servant leadership in creating a positive school climate. Their findings revealed a significant positive relationship between servant leadership and teacher job satisfaction, school culture, and student achievement

It is notable that, while the two leadership models have distinct focuses, research shows their shared ability to enhance organizational effectiveness. These studies emphasize the significance of fostering collaborative environments and nurturing healthy relationships within the organization, both of which are key elements in distributed leadership and servant leadership.

Empowering Members and Strong Leadership Character as Essentials

Two key factors contribute to the success of both distributed leadership and servant leadership: member empowerment and the character of the leaders.

Both leadership models are successful because they emphasize the growth and development of their members. Schools that adopt distributed leadership may face challenges in achieving their goals if members lack the necessary skills and confidence for leadership responsibilities. Therefore, fostering growth and development is crucial for organizational effectiveness. Similarly, in schools that follow servant leadership, nurturing the potential of members is key to the success of teachers, students, and other stakeholders. By cultivating a culture of care and trust, the school evolves into a productive and supportive community. Ultimately, empowering school members translates into empowering the entire school community.

Another crucial factor for the success of both distributed leadership and servant leadership is the character of the leaders. In distributed leadership, leaders are collaborative, communicative, supportive, and trustworthy. Although leadership is shared among members, it remains the responsibility of leaders to maintain the quality of organizational operations. Shared responsibility should not equate to half-hearted commitment. Leaders must manage expectations, monitor operations, and foster good relationships. In schools under distributed leadership, school leaders empower and guide leaders, such as department chairpersons and coordinators, to effectively lead other members. Meanwhile, servant leaders lead with empathy, listening to and addressing the needs of others. For servant leadership to be successful, leaders must encourage members to collaborate rather than rely too heavily on them. Ideal servant leaders guide members toward a shared vision or direction. In the context of schools, school heads should actively listen to teachers, students, and other stakeholders. They must empower members by helping them become leaders in their own lives and invest in activities, programs, and procedures that strengthen the sense of community.

Real-life Application and Limitations

In the context of post-pandemic education, schools can address pressing issues by implementing both distributed and servant leadership. Schools can establish leadership and teacher development programs that cultivate leaders who embody the principles of both models. These principles can help schools make decision-making processes more collaborative and ensure that decisions are responsive to the needs of the school community. Additionally, these models can be applied to create mechanisms for assessing satisfaction and gathering feedback from teachers, students, and other stakeholders.

Despite the potential positive impact of these leadership models, various factors influence the success or failure of schools. In an open system, competing forces can sometimes diminish the effectiveness of shared leadership and efforts to support the well-being of members. For example, even a school with dedicated teachers and a strong principal may face limitations due to external challenges in the surrounding community. Addressing these broader issues is essential for fully realizing the benefits of distributed leadership and servant leadership.

Conclusion

Despite the differences between distributed leadership and servant leadership, both models share a core focus on member empowerment and leader character as critical factors for organizational success. This paper recognizes that the principles of both leadership models can be effectively implemented simultaneously in schools. A balanced approach that integrates distributed and servant leadership can offer substantial benefits to educational institutions.

Distributed leadership promotes shared responsibility among members, which is essential for cultivating productive and collaborative relationships. However, its success hinges on leaders who actively empower and support their members. In this regard, servant leadership principles play a key role in ensuring the successful implementation of distributed leadership. Ideally, a school head tasked with distributing leadership roles should embody the qualities of a servant leader, prioritizing member empowerment and professional development as foundational to the effectiveness of distributed leadership.

Conversely, distributed leadership principles can complement servant leadership by encouraging servant leaders to emphasize active member participation in achieving goals. The well-being and success of an organization should, therefore, be a collective effort.

Given the current crisis in Philippine education, as evidenced by poor performance in national and international assessments, it is essential to examine the leadership models being used and their implementation. Both distributed leadership and servant leadership, as discussed, hold significant potential for improving the state of education in the Philippines. School leaders and members must embody the principles of servant leadership through their actions while incorporating distributed leadership into the operational structures of schools. Now more than ever, we need servant leaders who lead for others and with others.

Reference

Diamond, J. & Spillane, J. (2016). School Leadership and Management from a Distributed Perspective: a 2016 Retrospective and Prospective. Management in Education. 30(4) 147–154. https://doi.org/10.1177/0892020616665938

Harris, A., Jones, M., & Ismail, N. (2022) Distributed Leadership: Taking a Retrospective and Contemporary View of the Evidence Base. School Leadership and Management, 42 (5), 438-456. https://doi.org/10.1080/13632434.2022.2109620

Supovitz, J., D'Auria, J., & Spillane, J. (2019). Meaningful and Sustainable School Improvement with Distributed Leadership. CPRE Research Reports. https://repository.upenn.edu/cpre_researchreports/112

Canavesi, A. & Minelli, E. (2022). Servant Leadership: a Systematic Literature Review and Network Analysis. Employee Responsibilities and Rights Journal (2022) 34, 267–289  https://doi.org/10.1007/s10672-021-09381-3

Simon, E., Mathew, A. N., & Thomas, V. V. (2022). Demonstrating Servant Leadership during the COVID-19 Pandemic. InterVarsity Christian Fellowship. 39 (4), 258-262. https://doi.org/10.1097/CNJ.0000000000001002

Saleem, F., Zhang, Y. Z., Gopinath, C., & Adeel, A. (2020). Impact of Servant Leadership on Performance: The Mediating Role of Affective and Cognitive Trust. Sage Open, 10(1), 1-16. https://doi.org/10.1177/215824401990056

CPA 334

Institution

School X

Role in the Institution

Mathematics Teacher

Learners Involved

Grade 8 Students

Learning Issue/Challenge

After the first four weeks of the school year 2024-2025, Mathematics 8 teachers noticed that students were having difficulty applying the laws of exponents when factoring polynomials. Specifically, students struggled with using the quotient law to factor polynomials with the greatest common monomial factor and the power law when factoring the difference of cubes. Students often added exponents raised to another exponent instead of multiplying them. These findings are consistent with the results of the diagnostic test, which had a very low passing rate. This issue is crucial because many upcoming lessons in Mathematics 8, such as operations on rational algebraic expressions, will require students to apply the laws of exponents.

Scaffolding

The Mathematics teachers can allocate a day to develop student mastery in applying laws of exponents. Using the principles of scaffolding, Mathematics teachers can implement an intervention program with the following features: modeling, progressive levels of instruction and assessment, and feedback.

Modeling

As mentioned in the book by Tabak and Riser (2014), scaffolding involves support from a more knowledgeable individual. Mathematics teachers can model the application of the laws of exponents in front of Grade 8 students. They can simplify the instruction to match the level of student comprehension. They can also prompt students to explain the laws using their own words and reflect for more meaningful learning.

Progressive levels of instruction and assessment

     As the discussion progresses, Mathematics teachers can increase the complexity of the examples. They can divide the instruction into three levels: easy, intermediate, and advanced. They can discuss examples at each level and assess student understanding before moving on to the next level. This strategy aims to gradually achieve mastery through instruction and practice.

c. Feedback

CPA 393

The improvement of students’ achievement in Mathematics stands as one of the goals of Mathematics education in the Philippines. However, the results of international assessments reveal that the Philippines is behind other countries in Mathematics performance. In the Programme for International Student Assessment (PISA) 2018, the Philippines scored 353 points, which is lower than all 79 participating countries. Less than 20% of Filipino students obtained satisfactory performance, while more than half demonstrated a low proficiency level. Similar results were found in the latest PISA 2022. With a score of 355 points, the Philippines ranked sixth from the bottom among 81 participating countries. Findings indicate that only 16% of Filipino students attained at least Level 2 proficiency, compared to the 69% average of Organisation for Economic Co-operation and Development (OECD) countries.  Meanwhile, almost no Filipino students belong to the group of top performers, which is significantly below the 9% average of OECD countries. These results indicate that Filipino students are 5 to 6 years behind in Mathematics. Aside from Mathematics, Filipino students also perform poorly in reading. In PISA 2022, the Philippines scored 347 points in reading, below the global average of 476. The Philippines ranked 75th among participating countries.

A body of literature asserts the benefits of comics in Mathematics education. According to previous studies, one effective intervention to enhance Mathematics performance and motivation is the implementation of comic-based learning. The study by Uy (2018) developed and evaluated a comic strip that covers operations on integers. The findings confirmed the effectiveness of comic-based learning for underperforming high school students. Nurfitriyanti et al. (2020) tested the effectiveness of comics in teaching Mathematics. Results revealed a significant increase in the Mathematics performance of Grade 7 students. Experts in subject matter, language, and child development rated the developed material as very satisfactory. The study of Sipayung et al. (2020) found that the group utilizing comic-based learning materials scored higher in learning motivation and conceptual understanding than the control group. This affirms that utilizing comic-based learning can potentially enhance student engagement and comprehension. Tassell et al. (2019) examined how the use of comics in covering different Mathematics topics could improve the Mathematics attitudes of students at the intermediate level. Findings revealed that the implementation of comics led to an increased enjoyment and appreciation for Mathematics learning.

One theory that can support the effectiveness of comic-based learning material is the Cognitive Theory of Multimedia Learning by Mayer (1997). This theory supports three assumptions about information processing. First, there are separate and distinct information processing channels for visual and auditory information; second, the two processing channels have limitations; and third, the processed information leads to coherent mental representations. This theory posits that learners grasp information more effectively when presented with material that combines text and pictures, as opposed to predominantly text-based content. The use of comics as a learning material conforms to the multimedia design principles that originated from the Cognitive Theory of Multimedia Learning. Utilizing comics aligns with the ideas of the multimedia principle and spatial contiguity principle. These principles underscore the importance of using text and images in a balanced manner and maintaining their close distance from each other.

The present study aims to test the Cognitive Theory of Multimedia Learning within the context of Mathematics education. Specifically, the study aims to assess the effectiveness of comic-based learning in enhancing the performance and motivation of students in Mathematics.  The investigation will explore whether students using comic-based learning materials achieve better performance and higher motivation levels compared to students who use traditional learning materials. The study will hold potential benefits for students and various stakeholders. This study may assist teachers in developing instructional materials, enabling them to improve their lesson presentations. Moreover, this study may contribute to future research involving comic-based learning, Mathematics performance, and Mathematics motivation.

Review of Related Literature

Mathematics Performance, Mathematics Motivation, and Other Factors

            As defined by Glynn et al. (2005) motivation influences and maintains the behavior of a person. Students with high motivation demonstrate consistent efforts toward achieving a goal.  Ucar and Kumtepe (2019) confirmed the significant relationship between motivation and performance. The study found that students who implement motivational strategies obtained better performance and course interest. Several studies examined the factors related to Mathematics motivation and performance. Chen (2019) tested how augmented reality influences the learning, motivation, and performance of students with low and high Mathematics anxiety. It was assumed that the interesting visual experience of augmented reality would contribute positively to students.  The results indicate that the group of students taught using augmented reality obtained better performance and higher motivation. Silinskas and Kikas (2019) investigated the longitudinal relationship between the perceived parental involvement of children in Mathematics homework and their Mathematics performance and motivation. Findings indicate that perceived parental involvement significantly predicts Mathematics performance and motivation. Students with higher perceived parental control obtained lower Mathematics performance and motivation. The study by Yu and Singh (2016) verified the relationship between teacher-classroom practices, student motivation, and mathematics achievement. The study found that conceptual teaching positively impacts student achievement in Mathematics. Teacher support indirectly affects Mathematics achievement through self-efficacy and directly influences student course interest. The results of the study promote the importance of teacher support in maintaining student performance and motivation. Meanwhile, a study conducted by El-Adl and Alkharusi (2020) examined the relationship between self-regulation, academic motivation, and achievement in Mathematics. The study found a significant positive association of self-regulation with internal motivation, external motivation, value of task, control over learning beliefs, self-confidence, and academic performance. A significant negative relationship was found between self-regulation and test anxiety.

Issues in Mathematics Performance

            Filipino students struggle in Mathematics based on the results of international assessments. The Philippines obtained a score of 297 in Mathematics in the Trends in International Mathematics and Science Study (TIMSS) 2019. This score is the lowest among the 58 participating countries. The study found that among all participating Grade 4 students, only 1% reached the high benchmark. This indicates that a negligible number of students can apply Mathematics concepts to solve problems. Additionally, only 6% of Filipino students passed the intermediate benchmark, suggesting limited proficiency in applying mathematical knowledge in simple situations. The Philippines tallied 353 points in Mathematics in the Programme for International Student Assessment (PISA) 2018. This is below the Organization for Economic Cooperation and Development (OECD) average of 489 points.  The Philippines ranked 79th among 79 countries. This kind of performance continued in PISA 2022, where the Philippines placed 76th out of 81 countries with a score of 355 points. Findings suggest that as compared to the 69% average of OECD countries, only 16% of Filipino students achieved a minimum level of Mathematics proficiency. Moreover, compared to the 9% average of OECD, a negligible number of Filipino students were rated as top performers. These results suggest that Filipino students are five to six years behind in Mathematics proficiency.

The issues in Mathematics education cannot be attributed to a single reason. Different studies found different factors that influence how students learn Mathematics and perform in Mathematics class. In a study, Peteros et al (2020) explored the factors that can affect student performance in Mathematics. The results revealed that self-concept and academic performance are significantly connected. This suggests that the knowledge of students about their skills, abilities, enjoyment, and interests plays a vital role in student Mathematics performance. Additionally, the study found that the variable sex does not contribute to a difference in self-concept between males and females. Acharya (2017) discovered that factors associated with students, teachers, parents, and the learning environment profoundly influence Mathematics performance. Results revealed inadequate prior knowledge, Mathematics anxiety, negative attitudes toward Mathematics, insufficient parental involvement, and ineffective school management as the most common reasons behind the different issues of students in Mathematics learning. Another study that emphasized the importance of the affective aspect of Mathematics learning is the study of Manzana et al. (2019). The study found that enjoyment and attitude have a predictive power over Mathematics performance. Findings suggest that poor performance in Mathematics can be attributed to issues concerning teaching practices, school resources, learning and test-taking strategies, and student comprehension. The studies by Sun et al. (2018) and Lai and Hwang (2016) highlighted the role of self-regulation in Mathematics learning and performance in the context of flipped classrooms. Sun et al. (2018) emphasized the positive effect of self-regulatory practices on Mathematics achievement, while Lai and Hwang (2016) found that the implementation of self-regulation strategies improved Mathematics performance and self-efficacy. The investigation of Cho and Heron (2015) involving students at the college level discovered that students with higher self-efficacy obtained higher Mathematics performance. Results assert the important role of prior knowledge in developing confidence and the mediating role of collaboration between confidence and achievement.

Cognitive Theory of Multimedia Learning

            The Cognitive Theory of Multimedia Learning, as proposed by Mayer (1997) asserts that students learn more effectively when information is presented using a combination of written words and images, rather than texts or pictures alone. Mayer and Moreno noted three assumptions about information processing in multimedia learning. First, individuals perceive information from two distinct channels: visual and auditory. Second, the two channels are limited in capacity, and an imbalance in information distribution may lead to cognitive overload. Third, the processed information from the two channels leads to coherent mental representations.

            The Cognitive Theory of Multimedia Learning asserts the importance of balancing visual and verbal information to ensure student learning (Bull, 2013). Anchored on this theory, Mayer (2009) developed 12 multimedia design principles. The 12 multimedia design principles include multimedia, spatial contiguity, temporal contiguity, coherence, modality, redundancy, personalization, signaling, segmenting, pre-training, voice, and image.

According to the multimedia principle, the combination of words and visuals is more effective than using one of them alone (Bull, 2013). This combination keeps one of the two information channels from being overloaded. The spatial contiguity principle advocates that words and visuals should be placed near one another (Sodern, 2012). The closeness aids in the attainment of effective learning. The temporal contiguity principle explains the necessity of presenting words and pictures continuously rather than one after another (Sodern, 2012). The coherence principle recommends presenting only pertinent and related concepts at a single time to maintain an acceptable cognitive load. The modality principle contends that the graphics and narration work better than graphics and text on a page. The redundancy principle prohibits the employment of graphics, narration, and text at once to avoid cognitive overload. The personalization principle suggests adopting a conversational tone as opposed to a formal one when delivering information (Sorden, 2012). Applying this principle makes learners more interested in the subject matter. The signaling principle acknowledges that the use of callouts, arrows, and other means of emphasis to highlight key ideas, makes it easier for learners to understand the material. The segmenting principle advises dividing complex information into digestible portions to avoid cognitive overload (Sorden, 2012). The pre-training principle states that it is beneficial to inform learners in advance about the information they will learn and to honor their readiness levels. The voice principle argues that the use of the human voice in conveying information to learners is more engaging and efficient than the use of a computer-generated one. Meanwhile, the image principle states that learners do not benefit from seeing the image of the speaker on the screen during a multimedia class.

            Studies have verified the application of the Cognitive Theory of Multimedia Learning in education. Almasseri and Alhojailan (2019) evaluated the impact of flipped classrooms designed using the Cognitive Theory of Multimedia Learning. The study compared the academic achievement of Grade 8 students in the flipped classroom and traditional learning. Based on the results, the group in the flipped classroom achieved better academic outcomes, particularly in higher-order thinking skills. This supports the assumption based on the Cognitive Theory of Multimedia Learning, that learners with minimal prior knowledge would perform better in the learner-centered flipped classroom. Pantazes (2021) investigated the use of the Cognitive Theory of Multimedia Learning in developing educational videos for online learning. The study used self-reported survey data from 55 online teachers, interview data, and video artifacts. The findings indicate the importance of using more images than text in video lessons to deliver content effectively. Furthermore, the study highlighted that the effectiveness of instruction depends more on how instructional materials are utilized rather than the materials themselves. The study by Shamim (2018) examined the application of the Cognitive Theory of Multimedia Learning in teaching undergraduate surgery courses. The study evaluated the impact of video-based operations designed using the Cognitive Theory of Multimedia Learning on student satisfaction and retention levels. Findings posit the effectiveness of video-based operative sessions in teaching general surgery despite the limitation in resources. The participants reported a high level of satisfaction and achieved better retention.

Benefits of Comic-based Learning

            As per Meskin (2008) comics premiered mid-19th century with the main goal of entertaining its consumers with caricature and humor (Trnova et al., 2013). At present, comics is being used as an instructional material. Muzumdar (2016) highlighted narration, juxtaposed panels, and permanence as essential features that set educational comics that set it apart from traditional materials. The use of comics has been found effective in teaching subjects with difficult reputations. Studies involving Physics education validated the impact of comics on student learning and student performance. Badeo and Ong Kian Koc (2021) investigated the efficacy of comic-based Physics modules in improving the achievement and motivation of students in Physics. The study discovered that the use of Physics modules contributed to a significant improvement in how Grade 8 students understand Physics concepts. Moreover, students who used the modules obtained higher levels on the four subconstructs of student motivation: internal motivation, self-confidence, determination, and grade satisfaction. The study of Estrallado (2023) tested if the use of comic-based learning modules would contribute benefits to the cognitive and affective outcomes of students in studying Newton’s laws of motion. Results revealed the effectiveness of comic-based learning materials in enhancing the performance and attitudes of high school students in their Physics subject. The study acknowledged the potential of comics to make abstract and complex topics more meaningful and easier to understand. Priyadi and Kuswanto (2023) examined the impact of android-based comics with integrated indigenous knowledge in teaching Physics in senior high school. The results revealed the positive impact of comics on the critical thinking skills and mathematical representation ability of students. Similarly, the study by Sari et al. (2020) contends the benefits of android-assisted comics in Physics education. The study examined the impact of android-assisted comics in teaching impulse and momentum to Grade 10 students. Results found a significant difference between students who utilized android-assisted comics and conventional references in terms of creative thinking and mathematical reperesentation skills.

            A myriad of studies verified the direct impact of comic-based learning materials on Mathematics performance (e.g., Canbulut and Kilic, 2022; Uy, 2018; Sipayung et al., 2023; Nurfitriyanti et al., 2019; Musa et al., 2018). Canbulut and Kilic studied the impact of instructional comics on student achievement in Mathematics. The study found that Grade 2 students who learned the concept of division using comics performed better than students who learned using traditional materials. Uy (2018) launched a comic strip titled Numerolandia: The Chosen One. The comic strip was utilized in teaching fundamental operations on integers. By comparing pre-test and post-test scores, the study found a 7.7% progress rate among underperforming Grade 7 students. This asserts the effectiveness of comics in improving the proficiency of students in operating on integers. The study of Sipayung et al. (2023) examined how a comic-based realistic approach enhances the conceptual understanding of students on the concept of fractions. It was found that the students who underwent this approach outperformed students who learned under the expository approach. Nutrifiyanti et al. (2019) verified the effectiveness of comic-based learning materials in improving the learning outcomes of Grade 7 students in Mathematics. The study recognized that the ability of comics to attract student interest contributes to its effectiveness. Meanwhile, the study by Musa et al (2018) explored the utilization of comics in improving the competence of students in the lesson on order of operations. The implementation of comics led to an enhancement in student performance. The participating Grade 7 students also reported that the use of comics contributes to a fun and interesting learning experience.

            Aside from studies that validated the direct impact of comics on Mathematics performance, the benefits of comics were highlighted in some studies that explored the indirect impact on Mathematics learning and performance (e.g., Batrisyia et al., 2019; Mamolo, 2019; Lestari et al., 2021). Batrisyia et al. (2019) used a mixed-method approach to examine the use of comics in teaching problem-solving among elementary school students. The data collected from classroom observations and interviews assert that the students are highly motivated and interested in using the comics. The comparison of pre-test and post-test results showed that the comics had a significant impact on the problem-solving skills of students. The study by Mamolo (2019) developed and evaluated the usability of digital interactive comics with romantic love story plots in teaching General Mathematics among senior high school students. The findings indicate that the implementation of digital comics garnered positive experiences from the students. The students rated the comics as highly useful, easy to use, instructional, and satisfying. Furthermore, the expert ratings indicate that the developed comics have high quality. The study by Lestari et al. (2021) revealed the significant influence of Mathematics comics integrated with Pancasila values, which are considered the guiding principles of Indonesia. The results assert a positive impact on the critical thinking skills and character development of intermediate students. The study recognized the potential of comics in teaching discipline and hard work traits to young learners.

Statement of the Problem

After reviewing the related literature, it became evident that comics as an instructional material have a significant impact on student learning and performance. However, there is a limited number of studies in the Philippines that cover the effect of comic-based learning materials on the performance and motivation of students in Mathematics. As a response to this gap and anchored on the principle of the Cognitive Theory of Multimedia, the present study seeks to assess the effectiveness of comic-based learning materials in enhancing student performance and motivation in Mathematics. Specifically, the study will answer the following questions:

What is the level of Mathematics performance of the students before and after the implementation of comic-based and traditional learning materials?

What is the level of Mathematics motivation of the students before and after the implementation of comic-based and traditional learning materials?

Is there a significant increase in the Mathematics performance of students after the implementation of comic-based and traditional learning materials?

Is there a significant increase in the Mathematics motivation of students after the implementation of comic-based and traditional learning materials?

Is there a significant difference between the Mathematics performance of students who utilized comic-based and traditional learning materials?

Is there a significant difference between the Mathematics motivation of students who utilized comic-based and traditional learning materials?

Research Hypotheses

            The study is focused on testing the effectiveness of comic-based learning material in enhancing student performance and motivation in Mathematics. The study will compare the Mathematics performance and motivation of students before and after using comic-based and traditional learning materials. Also, the study will compare the performance and motivation of students who utilized comic-based and traditional learning materials.  Based on the research questions of the study, the researcher will evaluate the following hypotheses:

There is a significant increase in the Mathematics performance of students after the implementation of comic-based and traditional learning materials.

There is a significant increase in the Mathematics motivation of students after the implementation of comic-based and traditional learning materials.

There is a significant difference between the Mathematics performance of students who utilized comic-based and traditional learning materials.

There is a significant difference between the Mathematics motivation of students who utilized comic-based and traditional learning materials.

Methods

Participants

The participants of the study are 300 Grade 8 students enrolled in a public junior high school in Rodriguez, Rizal. The researcher will conduct the study during the school year 2023-2024. Purposive sampling will be implemented to select the participants. As defined by Etikan et al. (2016), a researcher using purposive sampling, selects participants based on criteria aligned with the purpose of the study. The researcher selected Grade 8 students because of the available learning materials for the experiment. The researcher developed comic-based learning material that covers competencies within Grade 8 Mathematics.

The participating school has a total of 1236 Grade 8 students divided into 23 sections. Based on the recommendation of a sample size calculator,  the ideal sample size is at least 294 at a 5% margin of error. The 300 participants will be divided into two groups: a control group and an experimental group. During the treatment stage of the data collection, the control group will use traditional learning materials, while the experimental group will use comic-based learning materials. Table 1 shows the distribution of research participants in terms of sex and treatment. The 300 participants will be divided equally into two treatment groups of 150 members, each consisting of 75 males and 75 females.

The researcher will control all possible variables that could contribute to an influence on the dependent variables of the present study. Both groups will have an equal number of male and female participants and will receive instruction from the same Mathematics teacher. Furthermore, the researcher will pair participants based on their previous Mathematics grades. Each pair will consist of students of the same sex. Each student within a pair will be assigned to a different group. Before the start of the treatment, the researcher will use the pretest data in implementing independent t-tests to check if the two groups have the same motivation and Mathematics performance levels.

Measures

The study will utilize four research instruments for the data collection: traditional learning material, comic-based learning material, a Mathematics test, and a motivation scale. The researcher will ensure the validity and reliability of both the Mathematics test and the motivation scale. To ensure validity, three experts will evaluate the content, language, and structure of the research instruments. Revisions will be made based on the comments and recommendations of the validators.  For reliability, the validated instruments will undergo pilot testing. The researcher will administer the instruments to a minimum of 30 students. The researcher will calculate Cronbach’s alpha values to ensure the internal consistency of the instruments. 

Traditional Learning Material

            The control group will utilize learning modules issued by the Department of Education. The traditional learning materials cover competencies in the first quarter of Grade 8 Mathematics, including systems of linear equations.

Comic-based learning material

            The researcher will implement a comic-based learning material covering basic operations on integers, linear equations, slopes of a line, intercepts, graphs of linear equations, systems of linear equations, graphs of systems of linear equations, and solving problems involving systems of linear equations. The comic-based learning material is titled: Super Matt and the Martians. The storyline of the comics revolves around a superhero with superhuman abilities, including an exemplary competence in Mathematics. The comics were written using the mother tongue of the target participants. Before the implementation, the researcher will ask experts to validate the content and language of the comics.

Mathematics test

            To assess the Mathematics performance of the participants, the researcher will administer a 30-item multiple-choice Mathematics test aligned with the learning competencies covered in the comic-based learning material.  As presented in Table 2, the Mathematics test will cover basic operations on integers, linear equations, slopes of a line, equations of the line, intercepts, graphs of linear equations, systems of linear equations, graphs of systems of linear equations, and problems involving systems of linear equations. Table 2 also presents the number of items and sample questions per learning competency.

Motivation scale

            The Inventory of School Motivation (ISM) of McInerney (2004) will be used to gauge the  Mathematics motivation of the participants. The researcher will modify the 34-item version proposed by Li et al. (2017). This version implements a 5-point Likert scale with items subdivided into 8 subfactors of motivation:  task (items 1-3), effort (items 4-10), competition (items 11-15), social power (items 16-19), affiliation (items 20-22), social concern (items 23-26), praise (items 27-31), and token (items 32-34). Table 3 presents the eight subfactors of the Inventory of School Motivation, the number of items per subfactor, and sample items.

The subfactors task and effort are associated with the goal of mastery (McInerney, 2016). Competition and social power are related to student ego (McInerney and Liem, 2009). Affiliation and social concern are connected to the preference of students to work with other people (King, Ganotice, and Watkins, 2012). Praise and token are related to both intrinsic and extrinsic gains (King and McInerney, 2014).

Procedures

The primary intention of the present study is to examine the effectiveness of comic-based learning materials in enhancing the performance and motivation of students in Mathematics. The researcher will follow ethical procedures before, during, and after data collection. Before data collection, the researcher will secure a letter of permission addressed to the school principal of the participating school and the parents of the participants. The researcher will conduct an orientation session to discuss the purpose of the study and the role of the participants in the data collection.  The researcher will emphasize that participation in the study is voluntary. Since the participants are minors, consent forms will be sent to their parents.

The data collection process will be divided into three stages: pretest, treatment, and post-test. The data collection will take two weeks, consisting of 8 days.

Stage 1: Pretest

            The control and experimental groups will answer a 30-item Mathematics test and a 34-item motivation scale on the first day of data collection. The participants will be given one hour to complete both the research instruments. They will not be allowed to use a calculator or formula cards during the pretest. Scratch papers will be provided for items that require computation or illustration.

Stage 2: Treatment

            The two groups will undergo six learning sessions over six days focused on systems of linear equations, using different learning materials. The control group will use traditional learning materials provided by the Department of Education, while the experimental group will utilize comic-based learning materials developed by the researcher.

 During the first session, both groups will be given an hour to read the learning material and take note of important details. The participants will be allowed to ask questions to the researcher during the session. However, the two groups will not be permitted to use any additional references.   

From the second to fifth sessions, the researcher will conduct one-hour learning sessions using the two different learning materials. These sessions will cover basic operations on integers, linear equations, slopes of a line, intercepts, graphs of linear equations, systems of linear equations, graphs of systems of linear equations, and solving problems involving systems of linear equations. Both groups will be taught using direct instruction. However, the researcher will utilize examples exclusive from the two learning materials. Compared to the control group, the experimental group will receive more real-life examples integrated into a story format.

In the sixth session, the researcher will administer a learning activity to both groups using different assessment approaches. The control group will complete a traditional assessment with test papers and answer sheets. Meanwhile, the experimental group will accomplish an authentic assessment, referring to the last page of the comic-based learning material. The two groups will solve a system of linear equations.

Stage 3: Post-test

            On the eighth day of data collection, the two groups will accomplish the same Mathematics test and motivation scale that they took for the pretest. The rules during the pretest will be applied during the post-test. The participants will be prohibited from using calculators and formula cards. Instead, scratch papers will be distributed for any computation and illustration needed. The participants will be given one hour to answer the two research instruments. After the data collection, the data will be encoded into a spreadsheet.  The researcher will ensure participant confidentiality by using pseudonyms and password-protected files.

Data Analysis

Different statistical treatments will be implemented to examine the effectiveness of comic-based learning materials. The researcher will use the statistical software Statistica to perform statistical treatments. To answer the first two research questions, the mean scores of the two groups on the Mathematics test and motivation scale will be computed and analyzed. The mean scores will be reported with corresponding standard deviations as indicators of variability. To further assess the motivation of the participants, the researcher will compute mean scores for the eight subfactors of motivation. The mean score on each competency of the Mathematics test will also be analyzed.

As shown in Table 4, the mean motivation scores from 1.00 to 1.49 suggest a very low level of motivation, the mean scores from 1.50 to 2.49 indicate a low level of motivation, the mean scores from 2.50  to 3.49 represent a moderate level of motivation,  the mean scores from 3.50 to 4.49 denote a high level of motivation, and the mean scores from 4.50 to 5.00 indicate a very high level of motivation.

Dependent t-tests will be conducted to address the third and fourth research questions. Using this statistical treatment, the researcher will determine if there is a significant increase in the Mathematics performance and motivation of the participants after the implementation of comic-based and traditional learning materials Meanwhile, independent t-tests will be conducted to answer the fifth and sixth research questions. The researcher will examine if there is a significant difference between the two groups in terms of Mathematics motivation and performance.

In conducting dependent and independent t-tests, a p-value below .05 indicates a significant increase or difference.  After the implementation of dependent and independent t-tests, Cohen’s d values will be calculated to assess the effect size. Table 5 shows the interpretation table for Cohen’s d values  According to Heroux (2017), the mean effect size is 0.4, with 0.2 indicating a small effect, 0.4 indicating a substantial effect, and 0.6 indicating a large effect.

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CPA 393 Research Proposal

Elevating competence in Mathematics is a key goal of the educational system of the Philippines. National and local programs were implemented to increase the quality of education. However, the results of international assessments reveal that Filipino students are behind their global counterparts. The Programme for International Student Assessment (PISA) conducted last 2018 showed that the Philippines ranked the lowest among 79 countries. The Philippines garnered a total score of 353 points. Less than 20% of Filipino students obtained satisfactory ratings, while more than half demonstrated a low proficiency. The poor showing continued as presented in the results of the 2022 edition. With a score of 355 points, the Philippines ranked sixth from the bottom among 81 participating countries. Findings show that only 16% of Filipino students reached at least Level 2 proficiency, compared to the global average of  69%. Additionally, almost no Filipino students are among the top performers, far below the 9% global average. These results suggest that Filipino students are 5 to 6 years behind in Mathematics. Aside from Mathematics, Filipino students also perform poorly in reading. In PISA 2022, the Philippines scored below the global average of 476. With 347 points, the Philippines ranked 75th among participating countries.

A body of literature emphasizes the advantages of integrating comics in teaching and learning Mathematics. Previous studies suggest that one effective intervention for improving Mathematics performance and motivation is the adoption of educational comics. The investigation of Uy  (2018) involved the development and evaluation of comics on integer operations. The results showed the efficacy of using comics for low-performing high school students. Nurfitriyanti et al. (2020) validated the effectiveness of comics as a tool for teaching Mathematics. The results reveal a glaring improvement in Mathematics achievement. The developed comics also passed the validation of diverse raters. Experts in subject matter, language, and child development rated the developed material as very satisfactory. Sipayung et al. (2020) found that learners utilizing comic-based learning materials scored higher in learning motivation and conceptual understanding than the control group. This affirms that utilizing comic-based learning can potentially enhance student engagement and comprehension. Meanwhile, Tassell et al. (2019) examined how comics covering different Mathematics topics could improve Mathematics attitudes at the intermediate level. Findings revealed that the implementation of comics led to an increased enjoyment and appreciation for Mathematics learning.

Aside from previous studies, different theories highlight the influence of comics in education. One applicable theory endorsing the efficacy of comic-based learning material is the Cognitive Theory of Multimedia Learning (1997). This posits three assumptions regarding information processing: firstly, that words and pictures are processed through separate and distinct channels; secondly, that the capacity of these channels is limited; and thirdly, that the processed information culminates in coherent mental representations. This suggests that learners grasp information more effectively when presented with material that combines text and pictures, as opposed to predominantly text-based content. The utilization of comics as an instructional tool aligns with the multimedia design principles derived from this theory. Utilizing comics aligns with the ideas of the multimedia principle and spatial contiguity principle. These principles underscore the significance of using text and images in a balanced manner and maintaining their close distance from each other.

CPA 392 Scoping Review

The researcher gathered 14 research articles from two databases: Google Scholar and the Elton B. Stephens Company (EBSCO). The researcher read the abstracts of potential review articles and checked the availability of manuscripts. Only articles with available full manuscripts made the final list. The researcher excluded studies from predatory journals.

This review identifies the salient features of instructional comics based on studies that evaluated the effectiveness of comic-based learning materials. This review elaborates on the findings of previous studies regarding the impact of comic-based learning materials on mathematics learning and performance. Anchored in the Cognitive Theory of Multimedia Learning, the researcher discusses the multimedia design principles underlying the positive impact of comic-based learning materials. This review answered the following questions:

What are the features of the developed mathematics comic-based learning materials?

How does comic-based learning material affect students' mathematics learning and performance?

The researcher was successful in answering the review questions. The review examined the different features of 14 developed comic-based learning materials. Most of the studies covered complex mathematics topics that require an alternative to traditional learning materials. The results found the developed comics appropriate to the context and interest of intended consumers. The studies involving participants from the primary level developed comics that feature localized characters and personified Mathematics concepts. Meanwhile, two main types of storylines were found in studies in intermediate, junior high school, and senior high school. Some comics use real-life situations and show the practical application of mathematics concepts. Characters in these comics were designed to resemble the students. Meanwhile, some comics utilized fictional characters with superpowers. Superhero plots highlighted the intended mathematics skills as superhero powers. The divergent storylines both lead to positive results based on the results of the reviewed research studies. These storylines can explain how instructional comics effectively capture and sustain the interest of students in studying complex topics. Notably, these storylines are not present in traditional learning materials.

One of the things I am proud of this year is my exposure to qualitative research. I am used to conducting quantitative studies, primarily action research studies and correlational studies. As someone unfamiliar with qualitative research, my goal in Methods of Inquiry 2: Qualitative Approach to Investigation (CPA 394) this semester is to be a sponge and absorb everything I can from my professor and classmates. In this entry, I will share the valuable lessons that struck me the most from CPA 394.

Summary of Research Output

The pandemic has profoundly modified the educational landscape. Studies on distance education in the context of the pandemic have uncovered multiple challenges and changes. Specific issues in Mathematics teaching include problems in preparation (Fakhrunisa & Prabawanto, 2021), complications in delivering lessons (Aldon et al., 2021), and difficulties in engaging students (Akar & Erden, 2021). Concurrently, students experienced problems related to inconsistent internet connections (Bringula, 2021) and the limitations of distance learning (Sugilar et al., 2021). In response to these challenges, Mathematics teachers have creatively strategized with the integration of technology. Math teachers use technology to develop educational materials, curate learning sessions, and monitor student learning and progress.

After a comprehensive review of related literature and studies, it became evident that a limited number of studies covered the creative strategies of Mathematics teachers during the pandemic. Most existing studies focused on the development and evaluation of instructional materials (e.g., Karmila et al., 2020; Prahmana, 2022; Nabayra, 2022). Given this research gap, the researcher intends to investigate how Mathematics teachers creatively strategize to meet the demands of pandemic teaching and learning. The researcher aims to answer the research question: How did teachers creatively strategize to deliver Mathematics learning during the pandemic?

The researcher will utilize a purposive sampling technique. A total of eight (8) Mathematics teachers will be selected as research participants from a public school. Participation will be limited to teachers who started on or before the school year 2020-2021. The present study will utilize semi-structured interviews as a data-gathering method. The researcher will develop an interview guide with two parts: an introduction and a set of interview questions. To ensure validity, the researcher will seek the assessment of three experts to evaluate the content and order of questions in the interview guide. Revisions will be made based on the comments and suggestions of the experts.

After conducting a series of interviews, the researcher will transcribe the responses of the participants using a word processor. The researcher will perform a thematic analysis using the critical realist approach of Fryer (2022). Following this approach, the researcher will assign codes to all statements with key ideas. Subsequently, the researcher will develop themes by analyzing the interconnection of the generated codes. The themes will be reported and analyzed to generate meaningful conclusions.

Salient Lessons

Lesson #1: You cannot cram the RRL

The review of related literature serves to guide researchers on the appropriate methods to employ and the pertinent questions to address. I find this section to be the most challenging, as it requires dedicated time for thorough reading. Rushing through the review is not advisable, as it can impact the understanding of the variables under study, a factor that becomes evident in the subsequent discussion.

Lesson #2: The introduction can be in the end

Before my qualitative research class, I used to write the introduction before the review of related literature. One tip that I received from my research professor is to write the introduction last. I find this tip logical because writing this section requires a full understanding of the related literature and the research gap. The introduction can be in the end.

Lesson #3: Materials matters

Research instruments matter! Researchers should implement content validation to ensure the accuracy of the interview guide in addressing the research question. Pilot interviews help improve not only the content but also the organization of the questions. Based on my experience with interview questions, they should be simple and easy to understand. The quality of interview questions defines the quality of responses that the interviewee provides.

Lesson #4: Coding is decoding

Compared to quantitative research, the role of researchers in qualitative research is more complex. The task of interpretation carries more weight for qualitative researchers. In quantitative research, significance is determined by comparing a computed value against a standard. In qualitative research, responses undergo a more tedious process involving transcription, code generation, and theme development. Coding is essentially decoding, as it is a process that involves unraveling information that is implicitly and explicitly stated.

Lesson #5: Depth not breadth

Qualitative research does not aim to generalize conclusions to a larger population; instead, it is more focused on understanding variables at a deeper level. In this type of research, depth is more important than breadth. Statistical treatments in quantitative research generate limited information about a specific variable or phenomenon. In contrast, researchers conducting qualitative research explore the domain of the real. They provide explanations about variables with causal powers.

References

Akar, S. & Erden, M. (2021). Distance Education Experiences of Secondary School Math Teachers during the Pandemic: A Narrative Study. Turkish Online Journal of Distance Education. 22 (3), 1-20. https://dergipark.org.tr/en/download/article-file/1857612 

Fakhrunisa, F. &  Prabawanto, S. (2021). Online Learning in COVID-19 Pandemic: An Investigation of Mathematics Teachers’ Perception. http://dx.doi.org/10.1145/3439147.3439179

Bringula, R., Reguyal, J. J., Tan, D. D., & Ulfa, S. (2021). Mathematics Self‑concept and Challenges of Learners in an Online Learning Environment during COVID‑19 Pandemic. Smart Learning Environment. 8(22), 1-23.  https://doi.org/10.1186/s40561-021-00168-5

Nabayra, J. (2022). Mathematics Learning in the New Normal Through Teacher-Created Videos: The Freshmen University Students’ Experience. International Journal of Arts and Humanities Studies. 2(1), 22-27. https://doi.org/10.32996/bjahs.2022.2.1.4

Karmila, D., Putri, D. M., Berlian, M., Pratama, D. O. & Fatrima (2021). The Role of Interactive Videos in Mathematics Learning Activities During the Covid-19 Pandemic. Advances in Social Science, Education and Humanities Research. 532, 141-144. https://doi.org/10.2991/assehr.k.210227.024

Tentative Research Question: How did teachers creatively strategize to deliver Mathematics learning during the pandemic?

Critical Realism as a meta-theory is pertinent to generate meaningful and impartial interpretations and conclusions. It posits that the world is intransitive, stratified, works as an open system, and is emergent. It demonstrates a harmonious balance between Ontological Realism and Epistemic Relativism. A researcher who subscribes to this theory values sound methodologies and comprehensive analysis before making interpretations. Critical realist researchers understand the plurality of ideas and adhere to certain standards to develop the most logical conclusions. I intend to apply this meta-theory in my present and future research endeavors.

My present research project covers Mathematics teachers' experiences in distance education during the COVID-19 pandemic. It aims to determine the creative teaching strategies that Math teachers implemented despite the challenges and restrictions brought by the pandemic. This paper explains the assumptions of Critical Realism and its implications in my research project. This paper discusses how Critical Realism influenced my research decisions.

The world is intransitive, but the knowledge about the world is transitive.

Ontological Realism is a significant part of the triumvirate of Critical Realism, asserting that the world is autonomous of the knower. It explains why judgement is possible. On the other hand, Epistemic Relativism states that human knowledge is dependent on the knower. It asserts the plurality of interpretations and perspectives that underscore the need for judgment.

The assumptions of Ontological Realism and Epistemic Relativism emphasize the need to do research and commit to making rational judgments. Although the world is intransitive, the knowledge about the world is transitive. Our understanding of the world is constructed from our perceptions and perspectives. This assumption should inspire all researchers to use the most appropriate methods and the right analytical framework to acquire a more comprehensive knowledge of the world. Notably, this assumption should teach humility to any researcher. Regardless of the sophistication of the implemented research methods, all research studies will only uncover fractions of the truth.

Critical Realism is a potent framework for studying how teachers creatively strategize to deliver Math lessons during the pandemic. The idea that the world is transitive posits that knowledge about the world is bounded and necessitates the practice of judgmental rationality. With the limitations of knowing, the selection of the most suitable research methods is critical. Anchored on the assumption of intransitivity, I intend to employ a combination of qualitative and quantitative methods in my research project. The inclusion of qualitative methods provides an in-depth explanation of an existing phenomenon. The combination of qualitative and quantitative methods is a big help in practicing judgmental rationality. It will lead to more comprehensive information about the experiences of Math teachers during the pandemic.

The world is stratified into domains of empirical, actual, and real.

Critical Realism claims that the world has different but distinct domains: the empirical, the actual, and the causal (Schiller, 2016). According to Allana and Clark (2018), human perception and personal experiences define the empirical domain. In this domain, knowledge is derived from what is perceived and what generates an effect. Schiller (2016) asserts that the actual domain covers all events that occur regardless of whether they are perceived or experienced. Meanwhile, according to Allana and Clark (2018), the real domain includes the causal powers that affect events in the actual and empirical domains.

 One significant impact of this worldview is the idea that reality is not limited to human perception and personal experiences. The stratification is a substantial rationale for conducting research in pursuit of a deeper understanding of the causal domain. Within the scope of my research project, I intend to transcend the empirical and actual domains. Some studies asserted the factors that affect teaching experience during the pandemic. Akar and Erden (2021) found that distance education limits teachers in motivating students, providing adequate feedback, and facilitating communication and interaction. Fakhrunisa and Prabawanto (2021) discovered issues involving the readiness of teachers to use online applications, limitations in student access to learning resources, problems in facilitating mathematical thinking processes, and limitations in providing feedback. Although some studies covered the factors that affect the teaching experiences of Math teachers during the pandemic, these research papers did not investigate the interrelation of factors. Given this gap, I intend to examine the experiences of Math teachers during the pandemic and determine how different factors interplay and profoundly impact the decision to implement creative teaching strategies.

The world is an open system.

After writing the draft of my review of related literature for my research project, I noticed the permutation of factors that define the experiences of teachers and students in the context of distance education during the pandemic. Some research studies highlighted the benefits and opportunities of distance education (e.g. Hebebci et al., 2020; Aksan, 2021; Lavidas et al., 2022). Some research studies identified the issues and challenges (e.g. Aldon et al., 2021; Roman, 2021; Akar & Erden, 2021).

 The difference in findings indicates that the world is an open system. Multiple causes interplay and determine an event. The difference in results can be attributed to the difference in various factors. For instance, the difference in preferred learning modality of teachers and students after the pandemic may be influenced by the diversity in readiness level, available resources, quality of support, and other factors. The study of Ince et al. (2020) discovered the views of students on distance learning are determined by their access to gadgets and the availability of an Internet connection.  Students who are more active in online classes are the students with better access to gadgets and the Internet. Although the studies have similar contexts, learning modality and the global pandemic are only two of the many factors that impact teaching and learning.

There are two significant implications of the notion of an open system in my research project. First, a mixed-method approach is essential to examine different factors and their interconnection. According to Clark et al. (2008), explanatory studies necessitate a combination of both qualitative and quantitative methods. The assumption that the world is an open system explains why qualitative methods are appropriate in examining how Math teachers creatively strategize. Experimental control is not possible in an open system. If exclusive causality is absolute, there is no need to do interviews and observations because a single statistical test would suffice. Given that multiple factors influence an event, a mixed-method approach is needed to cover the complexities of the teaching experience during the pandemic. The second implication is on the application of the results in other disciplines. The findings of my research project on teaching experiences may be recommended to other subject areas and disciplines. Since multiple variables are interconnected in an open system, my findings may contribute to studying other phenomena. The results may serve as a reference for future research studies.

The world is emergent.

It is assumed in Critical Realism that the world is emergent. The multiple factors that influence an event in an open system have distinct levels: physical, biological, psychological, social, and cultural.

In the context of pandemic teaching, the experiences during the pandemic are affected by several factors. Aldon et al. (2021) found four that define the teaching experience of Mathematics teachers: management of learning sessions, implementation of assessment, addressing student problems, and providing instructional support. These factors belong at distinct and different levels. The experiences of teachers in managing learning sessions and implementing assessments are products of the existing cultures and values. The objectives, decisions, and performance of teachers during the pandemic are influenced by their mental state and physical condition, and the well-being of the people around them.

The assumption that the world is emergent made me understand that studying teaching experiences is more than just gathering data about teachers. With this assumption, it is recommended to design research instruments in a way that covers the various aspects of teaching and the different factors that impact teaching experience. In my research project, I intend to examine how factors related to teachers, students, and the learning environment interact and impact the implementation of creative Math teaching strategies.

Summary

            The assumptions of Critical Realism had a significant influence on the decisions that I made for my research project, and I intend to continue utilizing these assumptions in my next decisions. The belief in the intransitivity of the world is a reminder of the limitations of research studies and the importance of selecting the most appropriate methods to uncover the truth about pandemic teaching. The idea of stratification motivates me to go beyond the empirical domain by examining the interrelation of factors that impact teachers during the pandemic. Furthermore, the viewpoint that the world is an open and emergent system demands a mixed-method approach to obtain more comprehensive information on how Math teachers creatively deliver math lessons during the pandemic.

REFERENCE

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