Mathematics self-concept and challenges of learners in an online learning environment during COVID-19 pandemic

Abstract

In this mixed-methods research, the relationship between four factors of individual online learners and their mathematics self-concept was explored. In addition, the challenges the students faced in learning mathematics online during the Coronavirus disease (COVID-19) pandemic were determined. The participant students were from two mathematics classes offered online during the summer of 2020. Pure online classes were first offered during this period because face-to-face learning sessions were suspended due to the COVID-19 pandemic. It was found that students owned the devices they were using for online classes. Internet connection and power interruption were the most problematic aspects of online learning. Students had positive as well as negative mathematics online learning self-concepts. Individual factors were partly related to mathematics self-concept. Qualitative data shows that students faced technological, personal, domestic, assessment, pedagogical, consultation, and test anxiety challenges. Implications and recommendations for teaching mathematics in an online environment are offered.

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

“…Although it was very time-consuming, we tried to respond in a timely manner. Timely feedback on student work is highly encouraged so that they will maintain a positive outlook in terms of their capabilities [73].…”

“…In summary, the results of our research show that with proper planning, mathematics lectures and tutorials can be successfully conducted online. At the same time, we are aware that it is impossible to ensure the same conditions for all students, especially in providing adequate study space, sufficient technical accessories, and a reliable internet connection [16,73]. In addition, COVID-19 despair and the social, psychological, and emotional stress that comes with it can significantly determine poor student performance [31].…”

Factors Associated with the Challenges in Teaching Mathematics Online During COVID-19 Pandemic

“…Baticulon et al (2021) identified that personal, institutional, community, and technological barriers interrupted learning during the COVID-19 pandemic. However, whether or not these constraints are related to mathematics online classes remains unknown (Bringula et al, 2021). Furthermore, in the present guidelines on improving mathematics online education, the mathematics learning setting is not taken into account (Lee & Kung, 2018).…”

Effect of Blended Learning Models and Self-Efficacy on Mathematical Problem-Solving Ability

“…The Relationship Between Blended Learning, Self-Efficacy, and Mathematical Problem-Solving Ability Several studies have reported that both flipped and flex models of blended learning have a positive effect on mathematical problem-solving skills compared to conventional or face-to-face learning (Aboraya, 2021;Awosdeyi et al, 2014;Clark & Falls, 2015;Fazal & Bryant, 2019;Lopes & Soares, 2018;Razm et al, 2021;Wiginton, 2013). Students are usually less interested and motivated during faceto-face learning; therefore, they find it difficult trying to understand the learning material (Bringula et al, 2021). The application of active blended learning triggers interactivity among students and teachers.…”