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Factors Associated with the Problems in Teaching Mathematics through Online Mode: A Context of Nepal

Author

Listed:
  • Bishnu Khanal
  • Dirgha Raj Joshi
  • Krishna Prasad Adhikari
  • Jiban Khadka
  • Aita Bishowkarma

Abstract

Online teaching became an alternative approach for the teacher to run the teaching-learning activities during the COVID-19 pandemic. In this context, this study aimed to identify the issues of mathematics teachers in teaching mathematics through online mode during the pandemic where issues represented the problems and challenges. Altogether 415 mathematics teachers from different levels participated in this cross-sectional survey. A self-constructed tool consisting of six categories of problems as Skills and training related problems (STP), learner related problems (LRP), course management and evaluation related problems (CMERP), resource using skills and infrastructure related problems (RUSIP), teaching related problem (TRP), and support and collaboration related problem (SCP) was employed in the study. T-test, ANOVA, correlation, and multiple linear regression were the major statistical techniques used to analyze the data. The findings indicate that the technical skills and digital resources with the learners and teaching figures and curves were major challenges of mathematics teachers in online mode of instruction. Additionally, gender, number of available devices, institute types, teaching levels, ICT training, and types of job were explanatory factors to determine the challenges of mathematics teachers in online teaching during the pandemic.

Suggested Citation

  • Bishnu Khanal & Dirgha Raj Joshi & Krishna Prasad Adhikari & Jiban Khadka & Aita Bishowkarma, 2022. "Factors Associated with the Problems in Teaching Mathematics through Online Mode: A Context of Nepal," International Journal of Education and Practice, Conscientia Beam, vol. 10(3), pages 237-254.
    • Handle: RePEc:pkp:ijoeap:v:10:y:2022:i:3:p:237-254:id:3097
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