Students’ Perceptions on Mathematics Assessment in Remote Learning


  • Jingye Zhan De La Salle University - Br. Andrew Gonzalez FSC College of Education
  • Maricris D. Chuang De La Salle University - Br. Andrew Gonzalez FSC College of Education
  • Sean Kalel C. Garcia De La Salle University - Br. Andrew Gonzalez FSC College of Education
  • Therrese C. Santos De La Salle University - Br. Andrew Gonzalez FSC College of Education


assessment, academic honesty, Math anxiety, perception


The emergence of the COVID-19 pandemic caused classes to move online. This study used a quantitative design that aims to assess students' perceptions in mathematics assessments based on their perceived level of Mathematics anxiety, preferred assessment, and academic honesty in remote learning while highlighting the differences in gender and sections through a constructed survey questionnaire. The 90 Grade 9 students in a private Catholic school in Manila sampled using a convenience sampling process were surveyed using the aforementioned questionnaire. Descriptive and inferential statistics were used for data analysis. Results revealed no significant difference in students' perceptions of mathematics assessments according to sections. The same effect was observed in their perceptions of reviews by gender, except for mathematics anxiety and neutral preference. The study suggests that teachers use suitable assessments targeting the needed learning competencies to better measure students' academic performance.


Publication History

Version of Record online: December 29, 2023

Manuscript accepted: December 26, 2022

Manuscript revised: December 10, 2022

Manuscript received: March 6, 2022


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How to Cite

Zhan, J., Chuang, M., Garcia, S. K., & Santos, T. (2022). Students’ Perceptions on Mathematics Assessment in Remote Learning. AsTEN Journal of Teacher Education, 6. Retrieved from