Mathematics Teachers’ Online Teaching Experience in Times of School Closures: The Case of Malaysia

Abstract

Purpose – Given that students were out of school in response to the COVID-19 pandemic public health measures, traditional teaching practices have been forced to switch to online mediated learning environments. This study represents the first research effort to capture the experience of Malaysian mathematics teachers about their teaching during the pandemic. This includes investigating digital education tools mathematics teachers used, issues they encountered, and the knowledge and skills they need to improve during the enforced online teaching situation. Methodology – This study employed a survey design and qualitative data were collected using an online questionnaire. A total of 202 primary and secondary mathematics teachers from Malaysia participated in the study. The data were analysed through thematic analysis and descriptive statistics. Findings – First, it was found that the mathematics teachers employed a variety of digital education tools during the pandemic and the most commonly used tool was WhatsApp. Second, the top two issues faced by the teacher respondents were due to internet problems and students’ engagement during the online learning. A particular striking finding revealed that three-fifths of the teacher respondents who were concerned about the issue of students’ engagement were secondary mathematics teachers. Third, findings of the study further clarified that most of the teacher respondents wanted to improve their technological skills. Significance – This study supports mathematics teachers in making informed decisions about their teaching during school closures. The findings of this study also serve to alert the education sector about the issues related to the implementation of online education in times of the pandemic. In general, this study necessitates in developing preparedness for future pandemics.

Application of Technological Pedagogical Content Knowledge (TPACK) in Teaching and Learning for Mathematics Teachers

“…However, there are studies found that teachers still lack the knowledge and skills to integrate technology in the classroom (Lee et al, 2006). Furthermore, a quantitative study conducted by Chin et al (2022) also found that 50% of the study's respondents expressed the need for improvement in teaching technology skills compared to other skills such as management, communication, and instructional planning. Other than that, a study conducted by Poobalan and Safwan (2022) has indicated that primary school Mathematics teachers face several constraints in implementing the use of technology, such as lack of technological resources, time constraints, and limited knowledge regarding the latest technology for instructional purposes.…”

“…Referring to the content of the primary school Mathematics curriculum, teachers are advised to apply various types of technology to enhance students' understanding and encourage them to be active learners (MOE, 2021). Past studies have discussed the effectiveness of technology integration as a supportive tool in Mathematics education, offering new experiences to both teachers and students (Chin et al, 2022). Parrot and Leong (2018) also found that technology can assist teachers in creating a learning environment that focuses on visualising abstract ideas as well as organising and analysing data.…”

Secondary school students’ school-related stressors during the coronavirus disease (COVID-19) pandemic in Sabah, Malaysia

“…They also faced difficulties in monitoring student progress and providing timely feedback, which is essential components of effective teaching and learning (Sim et al, 2021). Furthermore, teachers were expected to adopt new pedagogical approaches while overcoming their own technological limitations (Jiew et al, 2022). The lack of face-to-face interaction also had a negative impact on student motivation and led to an increase in instances of academic dishonesty (Wahab et al, 2022).…”

The Impact of Technology on Student Academic Achievement in Malaysia During COVID-19 Pandemic

“…They concluded that virtual teaching strategies have a big effect on college students' overall performance. As per Chin et al (2022) understudies were out of school because of the Coronavirus pandemic and general well-being measures, conventional showing rehearses have been compelled to change to online interceded learning environments. Then, her two most normal issues looked at by overviewed educators were web issues and understudy association during internet learning.…”