The effect of distance learning during Covid-19 pandemics on the mathematical learning results

Ramadhan, Refky Sudrajat; Suhendra, _

doi:10.1088/1742-6596/1806/1/012096

Cited by 5 publications

(7 citation statements)

References 2 publications

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“…The result of this study adheres to the claim of Berry (2017) that there is no difference between synchronous and asynchronous formats in students' perceptions of the Algebra 1 course. However, the result of this study negates the claims of Adamiak and Sauls (2017) that online intervention can affect students' success rates, of Ramadhan (2021) that students who used distance learning had better mathematical learning results than students who used conventional direct methods, and of Murphy et al (2016) that flipped class (students watched short video lectures made by the instructor and complete a short online quiz before each class attendance) performed better in overall content in linear algebra with a 21% improvement in the median final exam grade. Also, the notion stated in the study of Melad (2016) and Torrefranca (2017) that the students' algebraic skills can be promoted effectively by students themselves using well-designed instructional modules is contradictory to the result of this study.…”

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confidence: 61%

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Algebraic Skills and Academic Achievement in Mathematics of Grade 7 Students in a Philippine Chinese School

Garinganao¹,

Bearneza

2021

PSSJ

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Mathematics achievement is an essential part of a student's academic achievement. However, teaching and learning mathematics is a significant concern in education, especially in distance learning. This paper described the algebraic skill level and academic achievement in mathematics of Grade 7 students of a Chinese high school. Also, it determined the difference in their level of algebraic skills according to learning modality. It determined whether a significant relationship exists between algebraic skills and academic achievement. Using the researcher-made questionnaire and students' secondary data (average grade from the first quarter to the fourth quarter in Mathematics), mean, standard deviation, Kruskal-Wallis, and Spearman's rho were used. Results reveal that the level of algebraic skills were average while academic achievement levels were approaching proficient. No significant difference was found in their algebraic skills level according to learning modality. However, the significant low relationship was found between the students’ level of algebraic skills and academic achievement.

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contrasting

confidence: 61%

“…Distance learning is still a polemic in the community (Ramadhan, 2021). However, according to Ahn and Edwin (2018), a better understanding of how students learn mathematics coupled with the successful use of mathematical e-learning will help the students learn mathematics more practically and make the subject more interesting.…”

Section: Introductionmentioning

confidence: 99%

Algebraic Skills and Academic Achievement in Mathematics of Grade 7 Students in a Philippine Chinese School

Garinganao¹,

Bearneza

2021

PSSJ

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“…The learning deficit is appreciably larger in middleincome countries (mean 0.500, median 0.513) than in high-income countries (mean 0.149, median 0.143). In fact, the 3 studies on middle-income countries in our sample 14,10,5 are among the 4 studies reporting the largest estimates of learning deficits in Fig. 3.…”

Section: Resultsmentioning

confidence: 78%

“…The reports do not report sufficient information to enable assessment of the risk of bias related to the sample selection process or bias due to missing data. Clark et al 2021 (9), Ramadhan and Suhendra 2021 (10) These studies constitute experimental studies with the primary aim to observe the effect of in-person vs. remote teaching on learning progress. While they contain information on learning deficits after the onset of the pandemic, the samples used were not designed to be representative of the society in question and are very small (containing students in 1 to 3 schools).…”

Section: Supplementary Information Formentioning

confidence: 99%

A systematic review and meta-analysis of the impact of the COVID-19 pandemic on learning

Betthäuser¹,

Bach-Mortensen²,

Engzell³

2022

Preprint

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How has the COVID-19 pandemic affected learning progress among school-age children? Two years after the onset of the pandemic, a growing number of studies have addressed this question, but findings vary depending on context. We conduct a pre-registered systematic review, quality appraisal and meta-analysis of 34 studies across 12 countries to assess the magnitude of the effect of the pandemic on learning and the role of different factors in moderating this effect. We find a significant overall learning deficit early in the pandemic (Cohen’s d = -0.17, 95 c.i. [-0.22, -0.13]), which persists over time. Forgone learning was particularly large among children from low socio-economic backgrounds and in contexts with high excess mortality, longer school closures, and less-developed digital learning infrastructures. Future research should assess the effects of the COVID-19 pandemic in low- and middle-income countries, as existing studies mainly focus on high-income countries.

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“…Long distances, poor signal network conditions. A method or alternative learning strategy is needed so that students or lecturers can continue to carry out learning activities [14].…”

Section: Introductionmentioning

confidence: 99%

Analysis of Distance Learning Physics During the Covid-19 Pandemic

Astra

Henukh²,

Hidayatullah³

2022

J. Phys.: Conf. Ser.

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The purpose of this study was to analyze distance learning strategies in physics learning during the Covid-19 pandemic at Musamus University in the even semester of the 2020/2021 academic year. This study uses a quantitative descriptive method. The instrument used in this research is a questionnaire in a Google Form for the Physics Education study program students. The analysis results showed that as many as 34.4% of respondents said distance learning was effective. In addition, 62.5% of respondents said that distance learning was less effective, and 3.1% said it was ineffective. Distance learning is less effective because of many obstacles in its implementation. These obstacles are the lack of ability to use information and communication technology, inadequate internet network, and economic problems. Students also do not understand the concepts given during distance learning well because of the lack of assistance from lecturers. The implementation of learning is much more focused on providing materials, assignments, and scientific projects. These results indicate that distance physical learning during the COVID-19 pandemic has not been maximized.

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The effect of distance learning during Covid-19 pandemics on the mathematical learning results

Cited by 5 publications

References 2 publications

Algebraic Skills and Academic Achievement in Mathematics of Grade 7 Students in a Philippine Chinese School

Algebraic Skills and Academic Achievement in Mathematics of Grade 7 Students in a Philippine Chinese School

A systematic review and meta-analysis of the impact of the COVID-19 pandemic on learning

Analysis of Distance Learning Physics During the Covid-19 Pandemic

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