The Impact of the Covid-19 Pandemic on Teaching Mathematics and Students’ Knowledge, Skills, and Grades

Datos Bibliográficos

ID22045322
AutoresJana Pócsová (0000-0003-2451-3129, Technical University of Košice), Andrea Mojžišová (0000-0001-9456-690X, Technical University of Košice), Michal Takáč (0000-0002-6139-7537, Technical University of Košice, autor de correspondencia), Daniel Klein (0000-0002-9565-4968, University of Pavol Jozef Šafárik)
Año2021
Volumen11
Número5
Páginas225
Fecha de publicación2021-05-10
Open AccessSí
TipoARTICLE
RevistaEducation Sciences (JOURNAL)
Identificadores de la revistaISSN: 2227-7102 • E-ISSN: 2227-7102
EditorialMDPI AG (PUBLISHER • IT)
DOI10.3390/educsci11050225
OpenAlexW3161331175
IdiomaEN
Citas recibidas2
Referencias citadas17

As a consequence of the COVID-19 pandemic and measures to secure public health, many processes have moved to the online space. The educational process is not an exception. Our main goal, which is presented in this article, was to re-design the educational process from face-to-face to distance learning in the Mathematics 1 course at the Technical University of Košice. This article describes our approach to teaching, observations, and experience. This case study examines three factors: Firstly, the impact of distance education on overall assessments of students. Using descriptive statistics, the results of student evaluations were compared from the overall assessments for the last six academic years. It was found that distance learning does not affect excellent students and eliminates the number of students who do not pass. Secondly, the participation of students during online lessons, and thirdly, the use of electronic materials. The questionnaire survey and the data from the learning management system Moodle were used to examine the second and third factors. Descriptive statistics were used to describe the questionnaire survey data (frequencies, percentages and averages). An exploratory factor analysis was performed in order to assess the underlying key concepts regarding student evaluation of the teaching process. The exploratory factor analysis confirmed that this questionnaire followed the four key concepts

Descriptive statistics · Distance education · Exploratory factor analysis · Exploratory research · Mathematics education · Medical education · Pandemic · Psychometrics · Sociology · Statistics · Computer Science · Digital literacy in education · Innovative Educational Technologies · Mathematics · Medicine · Psychology · Technology-Enhanced Education Studies

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