E-learning in Mathematics Education: Examining Teachers' Attitude, Intentions and Barriers

Abstract

Aim: This study delves into e-learning in mathematics education, examining teachers’ attitudes, intentions, and barriers in their teaching practices, specifically focusing on secondary school teachers in Laoang, Northern Samar. Study Design: This study used a qualitative research approach, utilizing thematic analysis to examine the factors shaping mathematics teachers' attitudes and intentions toward adopting e-learning tools, along with the challenges they faced. By exploring the deeper reasons behind their experiences, the research provided valuable insights into what drives or obstructs the integration of e-learning in mathematics education. Place and Duration of Study: The study was conducted between February and April 2025 in Laoang, Northern Samar, focusing on mathematics teachers from Laoang National High School and Laoang National Technical High School. Methodology: This study examines seven (7) mathematics teachers who were purposively selected based on their experience and willingness to adopt e-learning tools from Laoang National High School and Laoang National Technical High School. Semi-structured interviews and thematic analysis provided an in-depth understanding of their perspectives. Results: finding reveals a complex interplay of enthusiasm and skepticism regarding e-learning integration. While teachers recognize its potential to enhance engagement and provide interactive learning experiences, concerns persist regarding accessibility, digital literacy, and the effectiveness of technology in teaching advanced mathematical concepts. The study identifies critical barriers, including inadequate technological infrastructure, limited digital literacy, misalignment between e-learning tools and curriculum goals, and institutional pressures driving a compliance-oriented approach. Conclusion: Successful e-learning adoption requires a holistic strategy encompassing investments in technology, structured professional development, curriculum revisions to align with digital tools, and targeted initiatives to improve digital literacy among students and educators. Shifting from compliance-driven implementation to a blended learning model will foster more equitable and effective mathematics instruction.