Academic performance and grade 9 students experiences on distance education learning modality

This study determined the academic performance and experiences of Grade 9 students on distance education modality using a mixed-method research design. Survey questionnaires were administered to 30 students enrolled in synchronous and asynchronous (15) classes, respectively, to establish the relationship between academic performances, their attitude toward Mathematics, and their satisfaction level with distance learning. In addition, a focus group discussion was also conducted to know the student's experiences with distance learning. The findings of the study are: 1) the student's academic performance in Mathematics was Outstanding; 2) the students in both Synchronous and Asynchronous classes found the subject Important; 3) they were Moderately Satisfied with distance learning of delivering instruction; and 4) there was no significant relationship between academic performance in Mathematics, attitude toward the subject, and satisfaction level in distance learning. In addition, the students identified poor internet connection and lack of gadgets experiences as challenges in distance learning modality. Therefore, it is recommended that the school, parents, and teachers continue to provide support and assistance to the students to improve their academic performance and distance learning experiences.