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

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

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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

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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

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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