Learners’ Expectations towards Virtual Learning and its Effect on Mathematics Performance

IF 1.9 Q2 EDUCATION & EDUCATIONAL RESEARCH International Journal of Instruction Pub Date : 2024-01-01 DOI:10.29333/iji.2024.17138a

D. Joshi, Jiban Khadka, Bishnu Khanal, K. Adhikari

引用次数: 0

Abstract

The demands for virtual learning have exponentially increased because of the COVID-19 pandemic. The aim of the research was to explore learners’ expectations towards virtual learning and its effect on mathematics achievement. A total of 2,350 students from basic to university levels in Nepal participated in the cross-sectional survey. T-test, ANOVA, and SEM were employed for data analysis. The findings indicate that the expectation of learners towards virtual learning from the government, educational institutions, teachers, and parents found to be significantly high. Parents’ level of education, gender, and the types of educational institutions are key predictors of the expectation of learners. Expectations of learners towards virtual learning from government, institutions, and parents have negative and expectations from teachers have a positive effect on mathematics performance. Keywords: achievement, expectation, mathematics, Nepal, virtual learning

查看原文

微信好友朋友圈 QQ好友复制链接

本刊更多论文

学习者对虚拟学习的期望及其对数学成绩的影响

由于 COVID-19 的流行，对虚拟学习的需求急剧增加。本研究旨在探讨学习者对虚拟学习的期望及其对数学成绩的影响。尼泊尔共有 2350 名从基础教育到大学教育的学生参与了横向调查。数据分析采用了 T 检验、方差分析和 SEM。调查结果表明，政府、教育机构、教师和家长对学习者进行虚拟学习的期望很高。家长的教育水平、性别和教育机构的类型是预测学习者期望的主要因素。政府、教育机构和家长对学习者虚拟学习的期望对数学成绩有负面影响，而教师的期望对数学成绩有正面影响。关键词：成绩、期望、数学、尼泊尔、虚拟学习

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文去求助

来源期刊

International Journal of Instruction EDUCATION & EDUCATIONAL RESEARCH-

自引率

38.90%

发文量

244

审稿时长

12 weeks

期刊介绍： nternational Journal of Instruction is an internationally recognized journal in the field of education and is published four times a year (in January, April, July & October). The aim of this journal is to publish high quality studies in the areas of instruction, learning, teaching, curriculum development, learning environments, teacher education, educational technology, educational developments. Studies may relate to any age level - from infants to adults. IJI, being an international journal, our editorial advisory board members are from various countries around the world. The articles sent to the Journal are always reviewed by two members of the Editorial Advisory Board (double blind peer review), and in some cases, if necessary, by another member of the Board. Depending on the evaluation reports of the members of the Editorial Advisory Board, articles are published or not. Article evaluation process takes approximately three months. The authors are responsible for the errors, if any, in their published articles. The articles need to be not published elsewhere previously.