Virtual Learning In Mathematics Education:A Case Study

Abstract

This research study entitled "Virtual Learning in Mathematics Education: A case study" was carried out to identify the views of students on Virtual Learning in mathematics education. The main objective of this study was to explore secondary level students' attitude on Virtual learning during pandemic situation and to analyze the opportunities and challenges of Virtual learning. Two mathematics teachers and four students of secondary level were selected as the sample of the studies. To achieve this goal, I had chosen school as a sample by the name "Ujjwal Shishu Niketan Academy" of Kirtipur, Kathmandu where I have been teaching for last two years. Case study approach among qualitative research design method was adopted for this study. The data were collected through interview schedule and class observation forms. The collected data were analyzed and interpreted by different theme based on conceptual framework and generated the different code according to the response of participants. The researcher found the challenges faced by students while they were taking virtual classes are unstable network services, lack of motivation, lack of technical knowledge, notification distraction, useless notification, shortage of devices, unnecessary advertisement, expensive gadgets, learner's capability & confidence level, time management, distractions, frustration, anxiety & confusion, lack of personal/physical attention and complexity. The most frequent barrier respondents noted was the lack of reliable internet at home and the opportunities entertain students while taking online classes are time flexibility, location flexibility, scope for innovation & digital development, wide availability of courses & content, immediate feedback, with no boundaries and self-learning are the opportunities while students were taking online class of mathematics education. In the conclusion, while preparing this thesis, due to COVID-19, all colleges and schools were duly closed and classes were conducted online that made all parties aware of virtual learning. They are in favor of using virtual learning. Their responses show that virtual learning is needed for better learning in the future. Only a negligible number of students have negative perceptions, misconceptions, misunderstanding and illusions towards virtual learning. Overall, the students had a positive attitude towards virtual Learning. The various aspects of virtual learning tools visually, dynamic in nature help students to provide more depth understanding of quantitative techniques. The students received immediate feedback with the help of virtual learning. Students were very much impressed and excited to know about the quantitative techniques based on software. The qualitative data revealed that student were facing various problems while using virtual learning at secondary level. They were related to devices (computers, mobile phones) and internet connection, their knowledge and skill, time as well as financial support, lack of infrastructure, trained instructors. The students recommended that the teachers need training on how to take virtual classes effectively. The challenges for the virtual teaching can be minimized if the teachers are well trained for virtual education system. Virtual teaching education if integrated with traditional classroom, lectures for selected topics could be beneficial to the students. Internet facility is necessary and should be improved to learn virtual in mathematics education effectively and policy makers should provide additional planning time for students to experiment with new ICT based approaches.