Open AccessPoučevanje matematike v živo in na daljavo – primerjava dosežkov študentov na kolokvijih
Author(s) -
Alenka Brezavšček,
Gregor Rus,
Anja Žnidaršič
Publication year - 2021
Language(s) - English
Resource type - Conference proceedings
DOI - 10.18690/978-961-286-442-2.8
Subject(s) - mathematics education , class (philosophy) , student engagement , psychology , lock (firearm) , significant difference , online course , medical education , computer science , mathematics , medicine , engineering , statistics , artificial intelligence , mechanical engineering
t The paper describes the results of the case-study where the students’ outcomes in the mathematics midterm exams were compared regarding the type of the teaching method used during the course: in-class or online. In the analyses, various factors such as prior knowledge of math from secondary school, engagement in learning activities, and success in e-lessons were taken into account. The results of the case study could not confirm any significant difference in average outcomes of both groups of students. We can therefore conclude that the type of the teaching method (in-class or online), as well as the method of knowledge examination, have no significant impact on students’ outcome. Furthermore, the results also showed that the students who took the course online expressed a higher level of engagement in comparison to those who participated in class. Their greater engagement in learning activities can be explained through the fact that the online course took place during lock-down due to COVID-19 pandemic in Slovenia. Namely, the strong lock-down measures disable the students to perform various extracurricular activities, which can result in their stronger motivation to perform study activities on a regular basis.