Digital interactive app and students’ mathematics self-efficacy,anxiety,and achievement in the “new normal”

Abstract

The pandemic brought changes in the educational setup leading all learning institutions to rely on online learning. In instruction, using the e-learning method has increased due to the pandemic. This study investigated the effects of the Digital Interactive Math Comics (DIMaC) mobile App on students’ self-efficacy, anxiety, and achievement in General Mathematics. The study employed quasi-experimental research, specifically a one-group pre-posttest design. Two adapted questionnaires were employed in the study. Results revealed that students’ self-efficacy remained the same as “Moderate,” anxiety significantly decreased, and their achievement improved from “Satisfactory” to “Very Satisfactory” when utilizing the DIMaC App for 6 weeks. A negative correlation was observed between students’ mathematics self-efficacy and anxiety, while no significant association was found in the combination of the other variables. Results revealed that interactive instructional materials like the DIMaC app help students decrease their learning anxiety in the “New Normal” setup and improve learning gain. Learning materials that students manipulate and interact with significantly affect Mathematics Performance. Therefore, school stakeholders, especially the subject teachers, may develop interactive materials to aid students in the new setup in education.

Keywords

Interactive App mathematics classroom e-learning math comics

Introduction

The COVID-19 pandemic has brought extraordinary challenges and disruptions to educational systems all over the globe (UNESCO, 2020). It caused a significant impact on the educational sector. In response, national and local government units have implemented quarantine protocols and temporarily shut down. As a result, about 28 million Filipino learners across academic levels must stay at home and comply with the Philippine government’s quarantine measures (UNESCO, 2020).

The COVID-19 pandemic has triggered new ways of learning (Gautam, 2020). With that, the Department of Education has implemented alternative learning modalities like distance (online and modular) learning, blended learning, television, radio, and others to continue imparting education to all students. The distance (online and modular) learning programs, continuing education, and open educational applications and platforms have become a panacea for this unprecedented global pandemic, despite the challenges posed to both educators and learners (Pokhrel and Chhetri, 2021; Subedi et al., 2020; UNESCO, 2020). Transitioning from traditional face-to-face learning to distance learning is an entirely different experience for the learners and teachers because they must adapt to little or no other available alternatives (Pokhrel and Chhetri, 2021). Teachers must upskill themselves to adjust to the new modes of teaching, ensuring that learning continues and remains accessible to students even under challenging circumstances (Saxena, 2020). Kumar et al. (2021) emphasized that to achieve learner satisfaction using e-learning, schools should strive to give importance to and ensure the quality of e-learning content.

E-learning on student transformation

Research revealed that the e-learning method directly influences the development of teaching and learning processes because it promotes innovative pedagogical actions (Nunez et al., 2020) and generates new learning spaces (Li et al., 2019). E-learning promotes a positive influence on students' achievement (Mamolo, 2019; Hung et al., 2014; Sugano and Nabua, 2020), attitudes (Sugano and Mamolo, 2021; Getuno et al., 2016; Maritim and Getuno, 2018), motivation (Moreno-Guerrero et al., 2020a; Hung et al., 2014), anxiety (Chen, 2019; Hung et al., 2014), and self-efficacy (Cuevas and Berou, 2016; Hung et al., 2014; Siswanti and Djalal, 2017). Also, the use of e-learning was found to promote and enhance collaboration and interpersonal relations among students (Sathiyamoorthi, 2020; Bakhouyi et al., 2019), acquisition of digital competence (Albuquerque et al., 2020; Mousavi et al., 2020), ability to adapt difficult circumstances (Waluyo, 2020; Akugizibwe and Yong Ahn, 2020), independence to work at students’ pace and learning style (Mowla and Kolekar, 2020; Rakic et al., 2020) and students' learning performance in web-based problem-solving activities (Hwang et al., 2021b).

E-learning on self-efficacy

Bandura (2000) defined self-efficacy as the belief in one’s capabilities to organize and execute the courses of action required to produce given attainments. It refers to the confidence level that someone must perform a particular task, activity, action, or challenge. Self-efficacy is an important personal factor that facilitates improved students' performance in mathematics and boosts perseverance when undertaking complex tasks (Bandura, 1991). Self-efficacy has been identified as a better interpreter of mathematical performance than previous ability or experience within mathematics (Yokoyama, 2019; Alqurashi, 2016; Ichinose and Bonsangue, 2016). Moreover, Bubou and Job (2020) discovered a strong positive and significant relationship between individual innovativeness and the e-learning readiness of students. Wulantina (2020) conducted a study describing the self-efficacy profile of students majoring in mathematics education in e-learning during the covid-19. Results show that students with very high self-efficacy criteria feel more confident in online learning while students with very low self-efficacy and low category feel hesitant. Furthermore, they have not been able to carry out online learning independently, are still constrained by difficulty understanding the material, and still need help from intelligent friends or lecturers (Wulantina, 2020). It was supported by Zakariya et al. (2020) that a high sense of perceived self-efficacy has a strong tendency to induce a deep approach to learning mathematics and a low sense of perceived self-efficacy induces a surface approach to learning mathematics with a strong effect.

E-learning on anxiety

Math self-efficacy is related to math anxiety but is separated from the person’s actual math ability (Peters and Bjalkebring, 2015). Mathematics anxiety is an uncomfortable feeling that arises when facing mathematics problems (Istikomah and Wahyuni, 2018). It is linked to fears and worries in dealing with specific situations related to mathematics. It adversely affects student achievement (Karimi and Venkatesan, 2009; Khatoon and Mahmood, 2010; Erdogan et al., 2011). It was reported that anxiety leads to complexity in learning and applying the concept of mathematics (Gleason, 2008). Alday and Panaligan (2013) stated that fear in mathematics could be reduced if the lessons are presented using the computer and implemented as e-learning. However, in the use of online learning, mathematics anxieties are affected by several identified factors. The low level of learning interactivities, the online evaluation with no remedies, and low learning habits (Lailiyah, 2021).

Technology use in learning contributes to students in a positive manner (Istikomah and Wahyuni, 2018). Lailiyah (2021) stressed the need to determine and examine the level of anxieties of students in the new normal to find out their readiness during learning. Knowing students' mathematics anxiety, teachers can better prepare instruction through various learning strategies and lessen mathematics anxiety during online learning (Lailiyah, 2021).

Khoshaim et al. (2020) presented that 35% of the students experienced moderate to extreme anxiety levels associated with age, sex, and level of education. They also reported that students have difficulty adjusting to “the new normal” or have developed fear and doubt of the uncertainty in their future. Through this, students begin to experience high anxiety that will affect many aspects of their lives, including their social connections, physical health, and performance in school (UNESCO, 2020). The findings can enlighten government agencies and policymakers on making prompt, effective decisions to address students' anxiety during the COVID-19 pandemic.

E-learning on achievement

The goal of the teaching-learning process is for learning to take place. A common way to measure the effectiveness of any teaching method or strategy is to measure student achievement. This technology-enabled instructional method is aimed to improve the quality of education and student academic performance. Thabet and Kalyankar (2014) found that the e-learning approach has a good efficiency in learning and improves the students' achievement and attitudes toward this new systematic way of learning using the new technology based on computer and multimedia tools. Research (Holley, 2002; Zuber and Sulaiman, 2019; Lin et al., 2016; Zwart et al., 2017; Yeh et al., 2019; Ariyanti and Santoso, 2020; Moreno-Guerrero et al., 2020a) found that there is a significant increase in the academic achievements of students upon the use of varied technology-based instruction. E-learning that includes leveraging information and communication technology (ICT) offers modern curriculum and preparation resources by growing learning and teaching and promoting teamwork, growth, and imagination for all learners across all levels (Zolochevskaya, 2021).

Challenges of E-learning in the new normal

Online learning presents different risks, problems, and challenges to teachers and students in the Philippines' primary and tertiary education system (Tria, 2020). Mamolo and Sugano (2020) emphasized a need to develop and implement appropriate and timely educational interventions to enhance students' cognitive and affective domains. However, upon implementing this pedagogical tool in the new normal, teaching and learning have become challenging because a high level of digital competence is required to apply it effectively and successfully (Kovacs, 2017). Educators were challenged to translate what they do inside the classroom into their online teachings. While adapting to the new changes, teachers and student readiness need to be gauged and supported accordingly (Pokhrel and Chhetri, 2021). Teachers must use various technology and digital resources to facilitate effective teaching. As instruction becomes more personalized, educators must develop innovative teaching methodologies to suit learners' needs (Moreno-Guerrero et al., 2020b). Common problems were also addressed and encountered during the process. It was revealed that it threatens the mental and social conditions of the students (Brown, 2011) and creates a spatial and temporal gap (cited by Moreno-Guerrero et al., 2020c). In addition, the abrupt change of method of instruction from face-to-face to e-learning caused a stressful workload, and many students have experienced anxiety and depression (Fawaz and Samaha, 2020). Hence, it is necessary to personalize the students' learning experience to keep them motivated and committed (Moreno-Guerrero et al., 2020a).

Role of E-learning in the new normal

It is viewed that e-learning materials play a crucial role during this pandemic. The use of computers and the internet are the significant components of e-learning. E-learning utilizes electronic technologies, whether mobile, synchronous, or asynchronous connection, to access educational curriculum outside of a traditional classroom (Bonderud, 2020; Cole et al., 2020; Moreno-Guerrero et al., 2020b). It aims to help instructors, schools, and universities facilitate learning during school closure periods (Ferri et al., 2020; Subedi, 2020). This method has become the in-demand pedagogical tool that facilitates access to learning (Baby and Kannammal, 2020). There are initiatives in e-learning conducted and used as a strain-demand field of main-demand, such as the use of WMC in mathematics e-learning (El Mamoun et al., 2018), the utilization of open-source learning platform (Ahn and Edwin, 2018), the application of GeoGebra (Albano and Dello, 2019), and implementation of UZWEBMAT (Ozyurt et al., 2013). The development and utilization of these e-learning models aim to promote and increase application, comprehension, memorization, motivation, and performance in mathematics. The use of technology in the new normal makes e-learning a necessary teaching method to promote student transformation. Hence, there is a need to develop e-learning materials and the available learning resource to be used by teachers in the new normal instruction. Also, there is a need to assess and evaluate the e-learning materials' efficacy in student transformation. This study promotes using the DIMaC Interactive App, an e-learning approach for Senior High School students in the new normal instruction. It aims to provide information on the effectiveness of DIMaC in teaching General Mathematics towards students' self-efficacy, anxiety, and achievement. Specifically, this research aims to answer to following questions.

1. What is the student’s self-efficacy, anxiety, and achievement level before and after using the DIMaC app?

2. Is there a significant difference in students' self-efficacy, anxiety, and achievement before and after using the DIMaC app?

3. Is there a significant relationship after the utilization of DIMaC between students:

a. Achievement and self-efficacy

b. Achievement and anxiety

c. Self-efficacy and anxiety

Limitations of the study

1. This study was conducted in one public high school in Eastern Visayas, Central Philippines.

2. The DIMaC app can only be utilized by students using Android phones.

Methodology

Research design

The study employed quasi-experimental research; specifically, a one-group pre-post-test design was employed. Quasi-experiments aim to assess interventions without utilizing randomization. Quasi-experiments aim to demonstrate causality between an intervention and an outcome (Eliopoulos et al., 2004). Students who utilized the DIMaC app were the participants of the study. The study solicited significant differences and relationships among students' Mathematics Self-efficacy, Anxiety, and Achievement.

Table 1.

Description and interpretation of the different levels of mathematics self-efficacy.

Score	Description	Interpretation
4.51–5.0	Very high	Always believe in their ability to succeed in mathematics
3.51–4.50	High	Often believe in their ability to succeed in mathematics
2.51–3.50	Moderate	Sometimes believe in their ability to succeed in mathematics
1.51–2.50	Low	Rarely believe in their ability to succeed in mathematics
1.00–1.50	Very low	Never believe in their ability to succeed in mathematics

Table 2.

Description and interpretation of the different levels of mathematics anxiety.

Score	Description	Interpretation
4.51–5.0	Very high	Always feel anxious about mathematics
3.51–4.50	High	Often feel anxious about mathematics
2.51–3.50	Moderate	Sometimes feel anxious about mathematics
1.51–2.50	Low	Rarely feel anxious about mathematics
1.00–1.50	Very low	Never feel anxious about mathematics

Research participants

This study involved Grade 11 senior high school students in Visayas State University Integrated High School, Baybay City, Leyte, Philippines, the School Year 2020-2021. One group with 31 students from Science, Technology, Engineering, and Mathematics (STEM) section B and Humanities and Social Sciences (HUMSS) served as participants in the study.

The STEM B and HUMSS students are grade 11 students under the K-12 Curriculum that requires all students to take the 15 core subjects, including General Mathematics. Before the research, respect for participants via informed consent was employed. Students were informed about the research and that the results would not affect their grades. Also, they were assured that the results obtained would be strictly confidential and for research purposes only.

Research locale

This study was conducted at Visayas State University Integrated High School (VSUIHS), Baybay City, Leyte, Eastern part of the Visayas Region, in Central Philippines. The researcher secured a permission letter from the School Principal before the conduct of the study.

Research Instruments

The Mathematics Self-efficacy and Anxiety Questionnaire by May (2009) and the General Mathematics Achievement Test by Mamolo (2021) were adapted to collect the data. The researchers were permitted to utilize the instruments for this research. These instruments were written in English. Ph.D. experts in Teacher Education and Mathematics education validated the questionnaires for face and content validity. The pilot testing was administered to check for the practicality and usability of the instrument and gather points for improvement. After that, a final set of questionnaires were established and ready for research.

The Mathematics Self-efficacy and anxiety questionnaire (may 2009)

This instrument was utilized to gather the level of students’ Mathematics Self-efficacy and Anxiety. It is a 5-point Likert-type instrument where students assess their level of agreement in every statement. 14 statements referred to students' Mathematics Self-efficacy, and 15 statements to anxiety. Below are the levels with the interpretation: Table 1 and 2.

General mathematics achievement test

The General Mathematics Achievement Test of the students was employed to describe the student’s level of achievement in the subject matter. The achievement is based on the point percentage they got on the 50-item test. Table 3 describes the different ranges of scores with descriptions and interpretations:

Table 3.

General mathematics competency levels.

Score	Description	Interpretation
40.01–50.00	Excellent	Students earned 81–100% mastery of the subject matter
30.01–40.00	Very satisfactory	Students earned 61–80% mastery of the subject matter
20.01–30.00	Satisfactory	Students earned 41–60% mastery of the subject matter
10.01–20.00	Fair	Students earned 21–40% mastery of the subject matter
0.00–10.00	Poor	Students earned 0–20% mastery of the subject matter

Research procedures

Permission to conduct the research and utilize the STEM B and HUMSS sections was asked from the Principal of VSUIHS. This study utilized a pre-test and post-test and employed two adapted questionnaires. The pre-test was administered before the online classes started, while the post-test was after the sixth week of the implementation. The researchers observed all ethical procedures in the conduct of the study.

The synchronous meeting was done once a week every 3 hours. One hour per week to clarify the learning tasks was executed to share students’ difficulties. Online learning is a lecture discussion about the contents included. It started with the lesson objectives, a review of the previous topic, and a new topic discussion. After the preliminary discussions, the DIMaC App was utilized by the students. Students were given time to utilize and manipulate the App. The teacher asked for some clarifications before the class ended. The score students got on the DIMaC app was recorded.

The course instructor, the researcher, collected and analyzed the data. Google forms were utilized in the dissemination of the self-efficacy and anxiety questionnaire. Students involved were instructed to respond honestly as possible.

The 50-item pre and post-tests in General Mathematics were administered online via Google Classroom. It was posted as a quiz assignment. After 2 hours, students were required to submit their answers.

Data analysis

Data were analyzed employing SPSS Version 22.0, p-value set to 0.05. Mean and standard deviation were employed to describe students' Mathematics Self-efficacy, Anxiety, and Achievement level before and after utilizing the DIMaC App. Paired t-test was used to evaluate for a significant difference in students among the three variables before and after using the DIMaC App. Pearson r correlation was utilized to determine the significant relationship among the students' Self-efficacy, Anxiety, and Achievement.

Results and discussions

Students’ level of self-efficacy, anxiety, and achievement before and after utilizing the DIMaC app

The descriptive statistics of the students’ Level of Self-efficacy and Anxiety before and after using the DIMaC app is shown in Table 4. Table 4 revealed a maintained level of Self-efficacy and Anxiety as “Moderate”. There is a noticeable decrease in students' anxiety levels from (M = 3.26, SD = 0.81) to (M = 2.94, SD = 0.74). A maintained Self-efficacy and decreased Anxiety might be due to their utilization of the DIMaC App while learning the subject matter. This DIMaC App is filled with exciting visuals and storylines, making the students learn the concepts.

Table 4.

Students’ level of Mathematics Self-efficacy and anxiety before and after uutilization of the DIMaC app.

Groups	N	M	SD	Description
Pre self-efficacy	31	3.24	0.66	Moderate
Post self-efficacy	31	3.27	0.61	Moderate
Pre anxiety	31	3.26	0.81	Moderate
Post anxiety	31	2.94	0.74	Moderate

Note: 4.51–5.0 = Very High; 3.51–4.50 = High; 2.51–3.50 = Moderate; 1.51–2.50 = Low, 1.0–1.50 = Very Low.

According to Bandura (2000), self-efficacy refers to one’s belief or expectation of completing some tasks or achieving some specific objective. In the same way, mathematics teaching anxiety refers to the feelings of tension experienced by students when learning mathematical concepts, theorems, formulas, or problems (cited by Unlun et al., 2017). Students see mathematics as challenging, resulting in anxiety and fear toward learning the subject. This perception can undermine and affect their academic performance and personal well-being.

Teachers need strategies that alleviate students' math anxieties and promote a sense of mastery and positive self-esteem (Fabian et al., 2018; Demir and Akpinar, 2018; Gundy et al., 2006). Studies show that the learning environment and teaching method can improve self-efficacy in the classroom (Bandura, 2000). It can be inferred that using technologies like the DIMac App in teaching and learning can encourage and promote positive self-esteem and confidence in students in learning mathematics and, simultaneously, decrease anxiety (Mamolo, 2021). Thus, Lailiyah et al. (2021) emphasized that teachers should focus on the cognitive and affective aspects of the student’s mathematics anxiety in online learning.

Table 5 shows students' General Mathematics achievement before and after utilizing the DIMaC App. Results revealed that there is an increase in students’ gain from (M = 26.61, SD = 6.35) which is Satisfactory to (M = 30.48, SD = 5.25) as Very Satisfactory. This result could be attributed to the planned Math contents integrated into the DIMaC app plus the interactivity features present in the DIMaC app.

Table 5.

Students’ level of mathematics achievement before and after utilization of the DIMaC app.

Groups	N	M	SD	Description
Pre achievement	31	26.61	6.35	Satisfactory
Post achievement	31	30.48	5.25	Very satisfactory

Note: 40.01–50.00 = Excellent; 30.01–40.00 = Very Satisfactory; 20.01–30.00 = Satisfactory; 10.01–20.00 = Fair; 0.00–10.00 = Poor.

The demand for ICT concerning the current situation caused by the pandemic makes e-learning relevant and promotes innovative educational practices (Moreno-Guerrero et al., 2020c). The Digital Interactive Math Comics (DIMaC) addressed the least learned competencies in mathematics in the new normal setting. Findings revealed that the interactive App had increased the students' academic achievement.

A pedagogical approach is essential whether the student can be more or less motivated. Chiu (2021) emphasized that addressing the psychological needs of students should be strengthened in designing online learning materials. When students tend to be motivated, it leads to increased participation, increasing the learning of mathematical concepts (Moreno-Guerrero et al., 2020a, 2020b; Albano and Dello, 2019; Chou and Feng, 2019). Moreover, it is emphasized that the e-learning method will favor the student’s autonomy, adapting to his or her learning style, which promotes more individualized attention to the teaching and learning process (Lopez et al., 2019; Moreno-Guerrero et al., 2020c). However, Toto and Limone (2021) presented that the impact of digital technologies during the pandemic negatively correlates with students' perceived stress and motivation. It is suggested that teachers should be trained to develop functional coping styles to cope with technological changes.

Significant difference in students' mathematics' self-efficacy, anxiety, and achievement before and after utilizing the DIMaC app

Table 6 presents the paired t-test results on the significant difference in students' mathematics self-efficacy, Anxiety, and Achievement before and after utilizing the DIMaC App. It was observed that there was no significant difference in students’ self-efficacy from (M = 3.24, SD = 0.66) to (M = 3.27, SD = 0.61); t(30) = -0.36, p = 0.719. However, on students’ anxiety, a significant decrease was found; t(30) = 3.673, p = 0.001. In students’ achievement, a significant increase was revealed; t(30) = −3.870, p = 0.000.

Table 6.

Paired t-test results on the significant difference in students’ mathematics’ self-efficacy, anxiety, and achievement before and after the utilization of the DIMaC app.

		Mean difference	Df	t	Sig	95% Confidence interval
		Mean difference	Df	t	Sig	Lower	Upper
Pair 1	Self-efficacy	−0.035	30	−0.363	0.719	−0.231	0.161
Pair 1	Pretest-posttest	−0.035	30	−0.363	0.719	−0.231	0.161
Pair 2	Anxiety	0.323	30	3.673*	0.001	0.144	0.503
Pair 2	Pretest-posttest	0.323	30	3.673*	0.001	0.144	0.503
Pair 3	Achievement	−3.870	30	−4.099**	0.000	−5.799	−1.942
Pair 3	Pretest-posttest	−3.870	30	−4.099**	0.000	−5.799	−1.942

Note: *p < 0.05, **p < 0.001.

Reducing mathematical anxiety, promoting mathematics self-efficacy, learning motivation, and achievement have been recognized as challenging and critical issues that educators should address (cited by Hung et al., 2014). The study presents the effect of using the DIMaC App on student self-efficacy, anxiety, and achievement in mathematics. Results show that using the DIMaC app has significantly decreased students’ anxiety. Interestingly, no significant difference was observed in self-efficacy, indicating that their exposure to online learning with the App has no bearing on their self-efficacy.

A significant result in students' anxiety was observed because the App is full of exciting visuals with a love-story line, making it interactive. This App is a game that lessens their anxiety because they learn while playing the games. It significantly helps the students not to be anxious, especially in this new mode of instruction. Hung et al. (2014) found that the mathematical anxiety ratings of both the DGBL group and the e-learning group decreased after the learning activity, while that of the traditional instruction group increased. However, the interactive App significantly decreased students’ anxiety in learning mathematics. Thus, computer and information technology learning methods have good potential for decreasing the mathematical anxiety of students. It is worth developing and utilizing digital interactive mathematics comics in the future.

In students’ achievement, the use of the DIMaC app proved its purpose to increase mathematics achievement. The findings of the study are supported by research that developed a mathematical game-based learning environment (Hung et al., 2014; Hwang et al., 2012b; Huang, 2011) and interactive mobile learning (Demir and Akpinar, 2018; Hwang and Chang, 2011; Huang et al., 2014) that significantly helped reduce students’ mathematical anxiety and improve self-efficacy, motivation, attitude, and mathematics achievement. With the COVID-19 pandemic, it is vital to engage students in a learning process that integrates various resources into different teaching modes, supporting active learning processes (Limnious, 2021). It is encouraged that teachers should explore integrating technology into a flexible learning environment.

Digital Interactive Math Comic is a potentially helpful tool to use in dealing with the affective and cognitive aspects of the students. Findings suggest that interactive learning material is a promising approach to teaching and learning mathematics. Interactive instruction benefited the students to practice independent work and collaborative learning, making students technologically friendly and promoting creativity and interactivity (Mamolo, 2019; Tegegne, 2018). In the new normal, Khan (2021) reported that students preferred interactive applications ras it provides them much freedom to connect with their teachers and fellow students and engage with their study materials in the comfort and flexibility of space and time.

Correlation among students’ mathematics self-efficacy, anxiety, and achievement after the utilization of the DIMaC app

Table 7 presents the Pearson r Correlation among Self-efficacy, Anxiety, and Achievement among Senior High School Students after utilizing the DIMaC app. Results indicate a negative correlation between Self-efficacy and Anxiety (p = 0.022, r = −0.409). The result implies that when students have high self-efficacy, they get low anxiety and vice versa. Moreover, results show that there is no significant relationship observed between Self-efficacy and Achievement (p = 0.621, r = 0.092) and Anxiety and Achievement (p = 0.84, r = 0.038).

Table 7.

Pearson r correlation among students’ mathematics self-efficacy, anxiety, and achievement after the utilization of DIMaC app.

Groups	N	Mean Score	SD	R	p-value
Self-efficacy	31	3.2726	0.60998
Anxiety		2.9352	0.74397	−0.409	0.022*
Self-efficacy		3.2726	0.60998
Achievement	31	30.4839	5.25275	0.092	0.621
Anxiety		2.9352	0.74397
Achievement	31	30.4839	5.25275	0.038	0.84

Note: *p < 0.05.

In this “New Normal” setup of education, it is worth noting that there is no significant association between self-efficacy and achievement and anxiety and achievement. The results showed that students with high mathematics anxiety will not believe they are good at the subject, making a negative correlation between the two variables. These could have occurred because the instruction is novel, and the students are still adjusting to the new setup. Furthermore, learning barriers such as slow or unstable internet connections, limited space conducive for studying, responsibilities at home, excessive cognitive load, and limited opportunities to interact with peers (Baticulon et al., 2020) may also be the reasons these results happened. Also, school administrators’ and teachers’ welfare significantly affect students' performance, considering that they can teach in a completely different way, under challenging conditions, combining teaching and innovation (Karakose, 2021; Poultsakis, 2021). Khoshaim et al. (2020) emphasized that mitigating anxiety levels among students are essential. Efforts should be focused on discovering innovative methods of upholding social attachment amongst students while complying with public health guidelines to arrest the spread of the pandemic.

The study’s findings support the claim of Ayatola and Adedeji (2009) that no significant association was obtained between Mathematics Self-Efficacy and Mathematics achievement. However, Meral et al. (2012) found that the highest mathematics achievement levels were reported in those students with the most gain in self-efficacy beliefs. Using blended learning in the new normal increases academic self-efficacy in mathematics, enhancing student experience (Warren et al., 2021). Rozgonjuk et al. (2020) suggest that mathematics self-efficacy plays a prominent role in mathematics anxiety. They emphasized that improving students’ mathematics self-efficacy could help reduce mathematics anxiety. Also, self-efficacy is connected to students’ efforts and teachers’ coping techniques, while anxiety is connected to physical and emotions, learning environment, and past academic performance (Reyes, 2019).

Conclusion and recommendations

This research aimed to determine the students’ level of Mathematics self-efficacy, anxiety, and achievement before and after using the DIMaC App. It also ascertained the significant differences and relationships among the three variables under study. The results showed that students Mathematics’ self-efficacy and Anxiety before and after utilizing the App remained “Moderate” while students’ achievement improved from Satisfactory to Very Satisfactory. Results further highlighted a significant decrease in students’ anxiety and a significant increase in terms of achievement. It was observed that there was no association between self-efficacy and achievement and anxiety and achievement, but a negative correlation was revealed between self-efficacy and anxiety.

Using the DIMaC app may have decreased students’ anxiety because of its interesting visual arts with interactivity features (Mamolo, 2019). They may have enjoyed studying because DIMaC is an innovative material in General Mathematics. Similar results are significant in favor of innovative teaching (Naz and Murad, 2017). Ching-Shan Wu’s (2002) research pointed out that teaching innovation develops attitudes toward proactive learning and enhances students’ learning ability. Zhang et al. (2020) show that innovative pedagogies applied in computer craft instruction were more effective in enhancing learning outcomes than traditional methods. The increase in Mathematics achievement may have occurred because the App has balanced the Math contents integrated with an engaging storyline. The Question-and-Answer portions provided in the App are purely on Mathematics contents, which is probably a reason for enhanced achievement. Therefore, the App decreased anxiety and improved students’ achievement in the subject matter.

Kaplar et al. (2021) noted that in a case like the COVID-19 pandemic, digital versions of learning materials must be available. Thus, using an interactive app such as DIMaC in instruction seems essential, especially now, where education systems rely on distance and online learning. Interactive learning materials effectively enhance motivation and learning outcomes (Li et al., 2018). Kaplar et al. (2021) further emphasized that these materials must also be effective. Hence, the DIMaC app is strongly recommended for utilization. Learners are encouraged to use the App to entertain themselves while learning the subject. They are also encouraged to contribute to what possible Instructional Materials would be developed to benefit them. Stakeholders, especially the administrators and subject teachers, may develop interactive materials for students in different subjects. School stakeholders must support and provide inputs on how the material may be developed and utilized. They should encourage teachers to develop the learning materials.

Teachers must consider developing interactive learning material for their learners, especially with the more difficult topics stipulated in the curriculum. In this way, whenever students find a topic difficult, the developed material would aid in achieving optimum learning. These materials are of immense help in the new setup in education where face-to-face instruction is prohibited. The education department is highly encouraged to support creative means by the subject teachers, such as providing a budget for the application developers, programmers, illustrators, and other experts needed to develop such instruction material. The government may support this by allotting a bigger budget to more instructional materials development initiatives. If possible, an incentive may be given to subject teachers or to the administrators for developing interactive material. These developed materials must follow guidelines, including validity and acceptability.

Future researchers, whose main aim is to develop instructional material and test its effectiveness, may utilize this research as one of their bases. In the development phase, planning is essential. There must be a collaboration with the stakeholders, including the other teachers in the subject matter, administrators, and most importantly, the students. The features of such learning material must be well thought of not to produce duplicate or similar established IMs. The originality and usability must be considered, alongside validity and acceptability. Finally, they may check if their developed materials improve learning gain, enhance motivation and self-efficacy, and decrease students' anxiety in learning in the New Normal.

Footnotes

Declaration of conflicting interests

The author(s) declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.

Funding

The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: This work was supported by the Visayas State University.

ORCID iD

Leo A Mamolo

Author Biographies

Leo A. Mamolo is an associate professor of the College of Education at Visayas State University, Baybay City, Philippines. His research interests include instructional materials development in Mathematics and on curriculum assessment and evaluation. Leo A. Mamolo holds a doctorate degree in Science Education major in Mathematics from West Visayas State University, Iloilo City, Philippines.

Shalom Grace C. Sugano is an associate professor of the College of Education at Visayas State University, Baybay City, Philippines. Her research interests includemeta-analysis, classroom instruction assessment and evaluation. She holds a doctorate degree in Science Education major in Chemistry from Mindanao State University - Iligan Instutute of Techology (MSU-IIT), Iligan City, Philippines.

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