The Readiness and Competence of Secondary School Mathematics Teachers in Implementing Distance Learning

Abstract

Following the global spread of the Covid-19 pandemic in 2019, there has been a change in the perception of schools. Approaches to teaching mathematics have evolved beyond the traditional classroom setting, embracing distance learning as a viable alternative. Emphasizing the use of the internet, social applications, and online educational resources for mathematics, this survey study aims to assess the readiness and competence of mathematics teachers in implementing distance learning. This study involved 156 randomly selected secondary school teachers from the Seremban district, Negeri Sembilan, who were surveyed using a questionnaire. Data analysis was carried out descriptively and inferentially using Statistical Packages of Social Sciences computer software for Windows 27.0. By comparing mean scores, the study assessed mathematics teachers' readiness and competence level. In addition, Pearson's correlation test was used to identify the relationship between their willingness and competence in implementing distance learning. The findings of the study show that mathematics teachers exhibit a high level of readiness but a moderate level of competence. Furthermore, the study shows a significant correlation between the willingness and competence of teachers in practicing distance learning methods.