Flexible Learning in Action: The Readiness of State Universities and Colleges Teachers and Students to Flexible Learning

Abstract

The study examined the readiness of teachers and students in Isabela State University, Philippines, for flexible learning in Mathematics due to the COVID-19 pandemic. It utilized quantitative analysis and found that while teachers were proficient in mathematical content and pedagogical knowledge for teaching, they lacked understanding of connecting math to other disciplines and detecting faulty student understanding. Students were deep approach learners but deficient in seeking meaning before analyzing a problem. Both teachers and students were moderately ready for flexible learning, but teachers believed it would result in low-quality learning experiences. Recommendations include improving teacher training in connecting math to other disciplines and detecting faulty understanding, improving time management and location for teaching, and encouraging collaborative and critical thinking among students. The results may be applied to a quality-assured module and instructional videos for flexible learning.