Comparison of Online Learning during the COVID-19 Pandemic against the Traditional Face-to-Face Learning Experience for a STEM Related Subject, Analytical Mathematics
Anastasia Sofroniou, Bhairavi Premnath
Journal of Education, Society and Behavioural Science · pp. 1–14 · Published 5 Jul 2022
10.9734/jesbs/2022/v35i830440Abstract
The Coronavirus (Covid-19) pandemic put a halt provisionally to face-to-face teaching throughout the educational sector impeding in addition, university students from receiving their traditional on campus teaching learning experience. Educators, academics, and the higher institutional authorities had to act fast and change their mode of teaching delivery to online platforms, with many students transferring their learning habits and customs to various online mediums and tools. In view of the struggles and adjustments many students underwent with this new method of teaching, a research study was conducted to identify whether online learning had an effect on student performance for a Science, Technology, Engineering and Mathematics (STEM) related module. On this purpose, this paper evaluates different statistical test measures to compare the two different teaching techniques adopted by a university foundation level module, Analytical Mathematics. Results from the pursued quantitative analysis show a decrease in the success of students’ performance whilst receiving online teaching, suggesting a lesser impact on improved learning compared to the customary face-to-face delivery for this specific module. With regards to engagement, observations from the qualitative analysis of the study show a lack of involvement and participation from students with their lecturer and peers whilst in an online environment, echoing its influence on student performance. The deductions of the analyses of this study, emphasize that the necessary transition to online delivery and learning during the pandemic did lead to a challenging and negative experience on students and their performance for this STEM related subject.
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Cited by 5
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