A comparison of American student and faculty experiences in mathematics courses during the COVID-19 pandemic

Bonsangue, Martin V.; Clinkenbeard, Jennifer

doi:10.1016/j.ijedro.2021.100075

Cited by 7 publications

(9 citation statements)

References 10 publications

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“…Our results therefore proved that no increased negative impact on achievement in mathematics was found for any of the factors. These results support previous studies reporting only minor or no negative effects of distance learning on mathematics achievement [16][17][18].…”

Section: Discussionsupporting

confidence: 92%

“…This is consistent with the findings of Busto et al [71]. Similarly, in [18], recordings were reported as a useful resource for re-watching portions of a lecture, especially in mathematics courses, where lessons are often broken down by concepts using specific examples; • a positive attitude of students. We agree with Takács et al [11], who found that students were capable of effectively adapting to the virtual teaching modality.…”

Section: Discussionsupporting

confidence: 89%

“…Due to the global crisis caused by the COVID-19 pandemic in 2020, universities all over the world underwent a complete transition to online education. Faculty members with little to no experience in online teaching quickly found themselves teaching all of their courses entirely online [18]. This transition was especially challenging in university mathematics education, where face-to-face lectures combined with tutorials are well established and commonly used forms of instruction (Bergsten (2007), Rach and Heinze (2017) as cited in [32]).…”

Section: Discussionmentioning

confidence: 99%

“…Extensive research on virtual mathematics teaching during the COVID-19 pandemic was conducted among mathematics students at California State University, Fullerton [18]. The impact of virtual instruction on student course outcomes, including completion rates, passing rates, and course grades, was studied.…”

Section: Review Of Related Literaturementioning

confidence: 99%

“…Studies analyzing the impact of COVID-19, and consequently distance learning, on mathematics achievement at the tertiary educational level are very rare. Perhaps surprisingly, positive or no effects of distance learning on mathematics achievement at the tertiary level have been reported to a greater extent than at lower education levels [16][17][18].…”

Section: Introductionmentioning

confidence: 98%

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Has the COVID-19 Pandemic Affected Mathematics Achievement? A Case Study of University Students in Social Sciences

et al. 2022

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This study examines the effects of COVID-19-related measures on the mathematics achievement of university students in social sciences in Slovenia. Our particular concern was to compare two student populations (pre-pandemic and pandemic) in terms of factors affecting student performance in mathematics courses. Data were collected over nine consecutive academic years (from 2013–2014 to 2020–2021) and analyzed using two-stage structural equation modelling (SEM). The analyses confirmed that the conceptual model developed before the pandemic was applicable during the pandemic period. For both populations (pre-pandemic and pandemic), mathematics confidence, perceived level of math anxiety, background knowledge from secondary school, and self-engagement in mathematics courses at university were confirmed as factors influencing mathematics achievement. Moreover, both populations perceived the effects of the factors in the same way, and the magnitude of the effects is comparable. The rather high values of determination coefficient for mathematics achievement (greater than 0.66 for both student populations) indicate that the variables “Perceived Level of Math Anxiety” and “Self-Engagement in Mathematics Course at University” together explain a significant proportion of the total variance before and during the pandemic. Consequently, the results of our case study indicated that pandemic measures did not have a significant impact on our students’ mathematics achievement. Although a more in-depth study of a broader sample of academic courses would be needed to confirm our findings, our experience indicates that mathematics courses at the tertiary level of education can be successfully delivered online.

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Section: Discussionsupporting

confidence: 92%