Anna Liza A. Adier (Author)

Abstract

The purpose of this study was to examine the implementation of asynchronous teaching and the learning challenges of Grade 9 students. The research employed a quantitative approach, using descriptive and correlational designs to analyze data from 266 students and 20 teachers in a public secondary school in the City of Navotas. Participants were selected through purposive sampling to ensure the relevance of their experiences with asynchronous learning. Findings revealed that demographic profiles—including age, gender, position, educational attainment, and home language—had no significant effect on the level of implementation of asynchronous teaching. Its implementation was found to be highly effective, as evidenced by the respondents’ high levels of knowledge, skills, and positive attitudes, although improvements were needed in vocabulary and technological proficiency. The study also identified a “considerable” level of challenges, particularly in the areas of technical issues, time management, motivation, lesson comprehension, and parental support. No significant differences were found in the extent of challenges across demographic profiles, suggesting that these difficulties were universally experienced. Moreover, results indicated a low positive correlation between the level of asynchronous teaching implementation and the extent of challenges, implying that as the level of implementation increased, the challenges also slightly increased. In response, the study proposed programs aimed at enhancing technical support, teacher training, and the development of materials for more effective asynchronous teaching. Further research was also recommended on the use of multimedia tools, the long-term effects of asynchronous learning, and the more active involvement of parents.

Keywords: asynchronous teaching, learning challenges, Grade 9, teacher training, educational technology

DOI: http://doi.org/10.69651/PIJHSS0403408

Recommended citation:

Adier, A. L. A. (2025). Implementation of asynchronous teaching and learning challenges among Grade 9 students. Pantao (The International Journal of the Humanities and Social Sciences) 4 (3), 4388-4398. http://doi.org/10.69651/PIJHSS0403408

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