Analyzing Secondary School Students’ Preferences for Mathematics Learning Modalities

Abstract

This study aims to analyze secondary school students' preferences from the three districts of Mati City Division, Davao Oriental, Philippines, for different mathematics learning modalities amid evolving educational environments. Specifically, it focuses on four key attributes: learning environment, learning materials, teaching methods, and evaluation methods. Using a conjoint analysis within an experimental design framework, 372 randomly selected high school students were asked to rate 11 hypothetical learning profiles constructed through orthogonal design. Each profile represented a unique combination of attribute levels. A structured survey questionnaire was used to collect demographic data and preference ratings. Results of the conjoint analysis revealed that students strongly preferred a face-to-face learning environment, digital learning materials, group work as a teaching method, and traditional tests as an evaluation method. Notably, the preference for traditional assessment methods and group-based instruction stood out, despite growing trends toward individualized and technology-driven approaches. These findings highlight the importance of maintaining personal interaction and familiar evaluation formats in mathematics education. The insights gained from this study may guide educators, curriculum developers, and policymakers in designing mathematics instruction that aligns with student preferences, ultimately enhancing engagement, comprehension, and overall learning outcomes in similar educational contexts.