Research of the Concept of Quality Education

Poliakova, Hanna; Kateryna, Azizova

doi:10.36074/11.12.2020.v4.20

Cited by 1 publication

(1 citation statement)

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“…The terms "quality education" along with references to equity and sustainability are embedded in the Sustainable Development Goal (SDG) 4 of the United Nations, which recognizes the need to ensure an education that is inclusive, of quality, and capable of promoting lifelong learning [4]. In higher education, the quality of academic programs can be measured by three general parameters, including goals (i.e., skills and knowledge to be acquired), conditions (i.e., resources possessed by learners and institutions), and processes that can achieve the desired goals (i.e., instruction offered and the improved cognition it fosters in learners) [5]. It is widely acknowledged that in both STEM and non-STEM professional fields, computational competency is a key aspect of the quality of higher education programs [6,7].…”

Section: Introductionmentioning

confidence: 99%

Sustainable Math Education of Female Students during a Pandemic: Online versus Face-to-Face Instruction

2021

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The present study was driven by the assumption that a key feature of sustainable education is its ability to preserve standards of quality even amid unforeseen, potentially disruptive events. It asked whether students’ academic success in math general education courses differed between synchronous online (during the COVID-19 pandemic) and face-to-face (before the pandemic), under the ancillary assumption that computational competency, a pillar of sustainable education, shapes enduring success in a variety of professional fields. As the early identification of at-risk students and ensuing remedial interventions can bring about academic success, the study also investigated the predictive validity of students’ initial performance in online and face-to-face math courses. Two general education courses (introductory calculus and statistics), taught by the same instructor, were selected. Class grades did not differ between instructional modes, thereby providing no evidence for the widespread concern that the switch to the online mode had damaged learning. Yet, during the semester, test and homework performance were differentially sensitive to modes of instruction. Furthermore, both test and homework performance during the first half of the semester predicted class grades in online courses, whereas only test performance predicted class grades in face-to-face courses. These results suggest that sustainable math education in times of crisis is feasible and that educators’ consideration of the differential predictive value of test and homework performance may aid its attainment.

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Section: Introductionmentioning

confidence: 99%