Use of Teaching Aids in Tertiary Mathematics: A Phenomenological Study

This study aimed to investigate the perspectives and experiences of tertiary students regarding the utilization of teaching aids in Mathematics in the new normal at Cotabato State University. The study encompassed the COVID-19 pandemic period, with five selected fourth-year Bachelor of Secondary Education students majoring in Mathematics who had undergone blended mathematics instruction. The research employed a phenomenological approach and subsequently applied thematic analysis. The study's findings revealed the presence of both positive and negative experiences with the use of teaching aids in Mathematics during the new normal. The beneficial experiences comprised the utilization of mathematical resources deemed very valuable by the students, which can also assist them in becoming accountable learners. Conversely, adverse experiences contained the students' challenges in absorbing the supplied resources and difficulties with internet connectivity. To manage these difficulties, both emotion-focused and problem-focused coping strategies were applied. The study concludes that the utilization of teaching aids in comprehending mathematical ideas and word problems in the new normal posed significant challenges for students, since they are unaccustomed to the new mode of instructional delivery and find self-directed learning difficult. Consequently, it is recommended to offer students with more comprehensible self-learning tools, including localized instructional materials and customized videos. Furthermore, students should get sustained support, particularly internet subsidies, during synchronous and asynchronous sessions.