Accessibility and perceptions of e-learning in mathematics among Grade 11 students at Mabolo National High School

Abstract

The study aims to investigate how students use e-learning resources and interact with computers to learn mathematics. Furthermore, senior high school students and those in basic and secondary education are taught utilizing e-learning tools, which are perceived as a level of ICT application. The researchers used a descriptive-correlational design to determine students’ accessibility and use of ICTs and their perceptions of e-learning use in Mathematics. The study was conducted at Mabolo National High School, and using Raosoft’s formula, the study drew two hundred fifty-seven (257) respondents selected randomly to represent the Grade 11 students. The researchers used an adapted tool to gather data from the respondents, and the tool underwent validity and reliability testing. The study employed frequency and percentage, weighted mean, and Pearson correlation coefficient to analyze the data. The results indicate a Pearson’s correlation of 0.741, which indicates a moderate positive correlation with a critical r value of 0.123. As a result, the study rejects the null hypothesis and concludes that there is a substantial correlation between the level of ICT access and use and the level of perception of the use of e-learning in mathematics education. This indicates that students are more likely to view e-learning favorably the more they are exposed to the various e-learning resources. This finding shows that perceptions of e-learning for mathematics are closely tied to the availability and accessibility of Internet access. This value suggests that as students' access to and use of ICTs increase, their perceptions of these technologies' effectiveness and relevance in their studies also improve. This strong correlation underscores the importance of providing students with greater access to ICT resources.