Comparison of the learning outcomes in online and in-class environments in the divisibility lessons

Dina Kamber Hamzić; Daniela Zubović; Lamija Šćeta

doi:10.29333/iejme/12473

Full Text (PDF)

Dina Kamber Hamzić ¹ ^* , Daniela Zubović ¹ , Lamija Šćeta ²

More Detail

¹ Faculty of Science, University of Sarajevo, Sarajevo, BOSNIA AND HERZEGOVINA² School of Economics and Business, University of Sarajevo, Sarajevo, BOSNIA AND HERZEGOVINA^* Corresponding Author

Abstract

In this paper, the effects of the online learning of the mathematical area of divisibility are studied, by comparing the achievements of students who have learned this mathematical topic in the online and in-class environments.
Data for this study were collected in seven schools at the beginning of the seventh grade of elementary education, with 383 participants aged 12 to 13. The test with four questions was designed according to the standards and levels set by APOSO (Agency for Pre-Primary, Primary, and Secondary Education in Bosnia and Herzegovina). Data were analyzed using a two-sample t-test and a Chi-square test.
The results highlighted that there was no statistical difference in the total scores between the students who learned divisibility in the in-class environment and those who learned it in the online environment. When comparing students’ achievement in each question separately, statistical difference appeared only in the question of the highest level according to APOSO. The mistakes that students made when solving divisibility problems were also part of this research.

Keywords

divisibility
in-class learning
online learning

License

This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

INT ELECT J MATH ED, Volume 17, Issue 4, November 2022, Article No: em0714

https://doi.org/10.29333/iejme/12473

Publication date: 19 Sep 2022

Article Views: 1126

Article Downloads: 799

Open Access References How to cite this article

References

Agency for Pre-Primary, Primary, and Secondary Education. (2015). Zajednička jezgra nastavnih planova i programa za matematičko područje definisana na ishodima učenja [Common core curriculum for mathematics area defined on the learning outcomes]. https://aposo.gov.ba/sadrzaj/uploads/ZJNPP-matematičko-područje-BOSANSKI.pdf
Agency for Pre-Primary, Primary, and Secondary Education. (n. d.). About agency. https://aposo.gov.ba/en/o-agenciji/
Brown, A., Thomas, K., & Tolias, G. (2002). Conceptions of divisibility: Success and understanding. In S. R. Campbell, & R. Zazkis (Eds.), Learning and teaching number theory: Research in cognition and instruction (pp. 41-82). Greenwood Publishing Group.
Campbell, S. R., & Zazkis, R. (Eds.). (2002). Learning and teaching number theory: Research in cognition and instruction. Greenwood Publishing Group.
Cao, Y., Zhang, S., Chan, M. C. E., & Kang, Y. (2021). Post-pandemic reflections: Lessons from Chinese mathematics teachers about online mathematics instruction. Asia Pacific Education Review, 22(2), 157-168. https://doi.org/10.1007/s12564-021-09694-w
Catholic School Centre “St. Josip”. (2022). Osnovna škola: Popis udžbenika u školskoj 2022/2023 godini [Elementary school: The list of textbooks in 2022/2023 school year]. http://www.ksc-sarajevo.com/index.php/osnovna-skola/osn-ucenici/popis-udzbenika
Claessens, A., & Engel, M. (2013). How important is where you start? Early mathematics knowledge and later school success. Teachers College Record, 115(6), 1-29. https://doi.org/10.1177/016146811311500603
Ellis, A., Hu, X., Smith, C. E., Davis-Kean, P. E., & Kovelman, I. (2018). Sharing as a model for understanding division. Neuroreport, 29(11), 889. https://doi.org/10.1097/WNR.0000000000001050
Federal Ministry of Education and Science. (2020). Spisak odobrenih radnih udžbenika, udžbenika, priručnika, radnih listova i zbirki zadataka za osnovne škole, gimnazije i srednje tehničke i stručne škole u školskoj 2020/2021 godini [The list of approved workbooks, textbooks, manuals, worksheets, and problem books for elementary, grammar, technical and vocational schools in 2020/2021 school year]. http://fmon.gov.ba/Upload/Dokumenti/853d9741-07b1-48ec-ab2b-228d96d389d3_Spisak%20odobrenih%20udzbenika%20za%202020-2021.godinu.pdf
Hurst, C., Hurrell, D., & Huntley, R. (2021). Factors and multiples: Important and misunderstood. International Online Journal of Primary Education, 10(2), 273-286.
Institute for Statistics of FBiH. (2021). Saopćenje: Procjena ukupnog broja stanovnika u Federaciji BiH, po kantonima, 2013-2021, stanje sredina godine (14.2.1) [First release: Estimate of the total population for Federation of BiH, by cantons, 2013-2021, as on June 30 (14.2.1)]. http://fzs.ba/wp-content/uploads/2021/08/14.2.1.pdf
Jiang, P., & Xiong, B. (2021). Online live teaching of mathematics gifted students on the tablet. In Proceedings of the 6^th International Conference on Distance Education and Learning (pp. 157-161). https://doi.org/10.1145/3474995.3475021
Khattar, A., Jain, P. R., & Quadri, S. M. K. (2020). Effects of the disastrous pandemic COVID-19 on learning styles, activities and mental health of young Indian students-a machine learning approach. In Proceedings of the 4^th International Conference on Intelligent Computing and Control Systems (pp. 1190-1195). https://doi.org/10.1109/ICICCS48265.2020.9120955
Kirtman, L. (2009). Online versus in-class courses: An examination of differences in learning outcomes. Issues in Teacher Education, 18(2), 103-116.
Ministry of Upbringing and Education of Sarajevo Canton. (2016). Spisak udžbenika, priručnika, zbirki i radnih sveski koji će se koristiti u osnovnim školama Kantona Sarajevo u šk 2016/17 godini [The list of textbooks, manuals, workbooks, and problem books to be used in the elementary schools of Sarajevo Canton in 2016/17 school year]. https://mo.ks.gov.ba/aktuelno/novosti/spisak-udzbenika-prirucnika-zbirki-i-radnih-sveski-koji-ce-se-koristiti-u-osnovnim
Nichols, J., Shaffer, B., & Shockey, K. (2003). Changing the face of instruction: Is online or in-class more effective? College & Research Libraries, 64(5), 378-388. https://doi.org/10.5860/crl.64.5.378
Owusu-Fordjour, C., Koomson, C. K., & Hanson, D. (2020). The impact of COVID-19 on learning-the perspective of the Ghanaian student. European Journal of Education Studies, 7(3), 88-101. https://doi.org/10.5281/zenodo.3753586
Roscoe, M. B., & Feldman, Z. (2016). Strengthening prospective elementary teachers’ knowledge of divisibility: An interventional study [Paper presentation]. NCTM Research Conference.
Schult, J., Mahler, N., Fauth, B., & Lindner, M. A. (2022). Did students learn less during the COVID-19 pandemic? Reading and mathematics competencies before and after the first pandemic wave. School Effectiveness and School Improvement: An International Journal of Research, Policy and Practice. https://doi.org/10.1080/09243453.2022.2061014
Siegler, R. S., Duncan, G. J., Davis-Kean, P. E., Duckworth, K., Claessens, A., Engel, M., Susperreguy, M. I., & Chen, M. (2012). Early predictors of high school mathematics achievement. Psychological Science, 23(7), 691-697. https://doi.org/10.1177/0956797612440101
Siegler, R. S., Thompson, C. A., & Schneider, M. (2011). An integrated theory of whole number and fractions development. Cognitive Psychology, 62(4), 273-296. https://doi.org/10.1016/j.cogpsych.2011.03.001
Sternberg, R. J. (2003). Cognitive psychology. Thomson Wadsworth.
West, J. (2014). Divide and conquer: A hands-on exploration of divisibility. Australian Primary Mathematics Classroom, 19(4), 15-19.
Wright, B. M. (2017). Blended learning: Student perception of face-to-face and online EFL lessons. Indonesian Journal of Applied Linguistics, 7(1), 64-71. https://doi.org/10.17509/ijal.v7i1.6859
Young-Loveridge, J., & Mills, J. (2012). Deepening students’ understanding of multiplication and division by exploring divisibility by nine. The Australian Mathematics Teacher, 68(3), 15-20.
Zuo, M., Ma, Y., Hu, Y., & Luo, H. (2021). K-12 students’ online learning experiences during COVID-19: Lessons from China. Frontiers of Education in China, 16(1), 1-30. https://doi.org/10.1007/s11516-021-0001-8

How to cite this article

APA

Kamber Hamzić, D., Zubović, D., & Šćeta, L. (2022). Comparison of the learning outcomes in online and in-class environments in the divisibility lessons. International Electronic Journal of Mathematics Education, 17(4), em0714. https://doi.org/10.29333/iejme/12473

Vancouver

Kamber Hamzić D, Zubović D, Šćeta L. Comparison of the learning outcomes in online and in-class environments in the divisibility lessons. INT ELECT J MATH ED. 2022;17(4):em0714. https://doi.org/10.29333/iejme/12473

AMA

Kamber Hamzić D, Zubović D, Šćeta L. Comparison of the learning outcomes in online and in-class environments in the divisibility lessons. INT ELECT J MATH ED. 2022;17(4), em0714. https://doi.org/10.29333/iejme/12473

Chicago

Kamber Hamzić, Dina, Daniela Zubović, and Lamija Šćeta. "Comparison of the learning outcomes in online and in-class environments in the divisibility lessons". International Electronic Journal of Mathematics Education 2022 17 no. 4 (2022): em0714. https://doi.org/10.29333/iejme/12473

Harvard

Kamber Hamzić, D., Zubović, D., and Šćeta, L. (2022). Comparison of the learning outcomes in online and in-class environments in the divisibility lessons. International Electronic Journal of Mathematics Education, 17(4), em0714. https://doi.org/10.29333/iejme/12473

MLA

Kamber Hamzić, Dina et al. "Comparison of the learning outcomes in online and in-class environments in the divisibility lessons". International Electronic Journal of Mathematics Education, vol. 17, no. 4, 2022, em0714. https://doi.org/10.29333/iejme/12473