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The effects of Covid-19 on mathematics learning areas

Year 2022, Volume: 5 Issue: 4 - ICETOL 2022 Special Issue, 1061 - 1076, 10.12.2022
https://doi.org/10.31681/jetol.1126956

Abstract

The Covid-19 pandemic, which has affected our lives as a global pandemic, also profoundly affected the mathematics teaching processes like other areas. Therefore, this study aims to identify secondary school mathematics teachers’ opinions about mathematics teaching in distance learning format, which has become a reality due to the Covid-19 pandemic. The study is conducted using the convenience sampling method with 39 secondary school mathematics teachers (21 females, 18 males) in the 2020-2021 academic year. The phenomenological method is preferred in the study conducted using qualitative research methods. The data are collected using a survey that includes eight open-ended questions formed by consulting experts and conducting a literature review. The data are analyzed using the content analysis method. Accordingly, the researchers analyzed the questionnaire form's data according to the codes on the coding sheet. Concordantly, this study presents the advantages and disadvantages, conveniences, and challenges of distance learning, which has become a reality due to Covid-19.

References

  • Acar, Y. (2020). The novel coronavirus (Covid-19) outbreak and impact on tourism activities. Journal of Current Tourism Research, 4(1), 7-21. https://doi.org/10.32572/guntad.703410
  • Almanthari, A., Maulina, S., & Bruce, S. (2020). Secondary school mathematics teachers’ views on e-learning ımplementation barriers during the Covid-19 pandemic: The case of Indonesia. Eurasia Journal of Mathematics, Science and Technology Education, 16(7), 1860-1877. https://doi.org/10.29333/ejmste/8240
  • Alpago, H., & Oduncu-Alpago, D. (2020). Socio-economic consequences of coronavirus. IBAD Journal of Social Sciences, 8(1), 99-114.
  • Anderson, T. (2009). The dance of technology and pedagogy in self-paced distance education. Paper presented at the 17th ICDE World Congress. Maastricht, The Netherlands.
  • Bakioğlu, B., & Çevik, M. (2020). Science teachers' views on distance education in the Covid-19 Pandemic Process. Turkish Studies, 15(4), 109-129. https://dx.doi.org/10.7827/TurkishStudies.43502
  • Bayburtlu, Y. S. (2020). Turkish education during Covid-19 pandemic distance education process. Turkish Studies, 15(4), 131-151. https://dx.doi.org/10.7827/TurkishStudies.44460
  • Bozkurt, A., & Sharma, R. C. (2020). Emergency remote teaching in a time of global crisis due to CoronaVirus pandemic. Asian Journal of Distance Education, 15(1), i-vi.
  • Büyüköztürk, Ş. (2015). Veri analizi el kitabı [Data analysis handbook.] (10th Edition). Pegem Akademi.
  • Chiemeke, S., & Imafidor, O. M. (2020). Web-based learning in periods of crisis: Reflections on the impact of Covid-19. International Journal of Computer Science & Information Technology, 12(3), 33-46. https://ssrn.com/abstract=3650893
  • Cohen, L., Manion, L., & Morrison, K. (2007). Research methods in education. Routledge.
  • Cojocariu, V. M., Lazar, I., Nedeff, V., & Lazar, G. (2014). SWOT analysis of e-learning educational services from the perspective of their beneficiaries. Procedia-Social and Behavioral Sciences, 116(1), 1999-2003. https://doi.org/10.1016/j.sbspro.2014.01.510
  • Creswell, J. W. (2007). Research design: Qualitative, quantitative, and mixed methods approaches. (3rd. ed.). Sage Publication.
  • Duban, N., & Şen, F. G. (2020). Pre-service classroom teachers’ opinions regarding the Covid-19 pandemic process. Turkish Studies, 15(4), 357-376. https://dx.doi.org/10.7827/TurkishStudies.43653
  • Engelbrecht, E. (2005). Adapting to changing expectations: post-graduate students’ experience of an e-learning tax program. Computers & Education, 45(1), 217-229. https://doi.org/10.1016/j.compedu.2004.08.001
  • Fauzi, I., & Sastra-Khusuma, I. (2020). Teachers’ elementary school in online learning of Covid-19 pandemic conditions. Jurnal Iqra ': Kajian Ilmu Pendidikan, 5(1), 58-70. https://doi.org/10.25217/ji.v5i1.914
  • Flack, C. B., Walker, L., Bickerstaff, A., & Margetts, C. (2020). Socioeconomic disparities in Australian schooling during the Covid-19 pandemic. Pivot Professional Learning.
  • Görgülü-Arı, A., & Hayır-Kanat, M. (2020). Prospective teacher' views on Covid-19 (coronavirus). Van Yüzüncü Yıl University the Journal of Social Sciences Institute, Outbreak Diseases Special Issue, 459-492.
  • Gudmundsdottir, G. B., & Hathaway, D. M. (2020). We always make it work: Teachers’ agency in the time of crisis. Journal of Technology and Teacher Education, 28(2), 239-250. https://www.learntechlib.org/primary/p/216242/
  • Gupta, A., & Goplani, M. (2020). Impact of Covid-19 on educational institutions in India. UGC Care Journal, 31(21), 661-671. https://ssrn.com/abstract=3679284
  • Hall, D., & Knox, J. (2009). Issues in the education of TESOL teachers by distance education. Distance Education, 30(1), 63-85. https://doi.org/10.1080/01587910902845964
  • Hebebci, M. T., Bertiz, Y., & Alan, S. (2020). Investigation of views of students and teachers on distance education practices during the Coronavirus (Covid-19) Pandemic. International Journal of Technology in Education and Science (IJTES), 4(4), 267-282.
  • Irwan, I., & Santaria, R. (2020). Challenges faced by teachers and students towards quality assurance of education amidst Covid-19 pandemic. Jurnal Studi Guru Dan Pembelajaran, 3(2), 259-263. https://doi.org/10.30605/jsgp.3.2.2020.285
  • Jin, S. H. (2005). Analyzing student-student and student-instructor interaction through multiple communication tools in web-based learning. International Journal of Instructional Media, 32(1) 59-67.
  • Lau, J., Yang, B., & Dasgupta, R. (2020). Will the coronavirus make online education go viral? https://www.timeshighereducation.com/features/will-coronavirus-make-online-education-go-viral
  • Li, F., Zhou, M., & Fan, B. (2014). Can distance education increase educational equality? Evidence from the expansion of Chinese higher education. Studies in Higher Education, 39(10), 1811-1822.
  • Littlefield, J. (2018). The difference between synchronous and asynchronous distance learning. https://www.thoughtco.com/synchronous-distance-learning-asynchronousdistance learning-1097959
  • Livari, N., Sharma, S., & Ventä-Olkkonen, L. (2020). Digital transformation of everyday life–How Covid-19 pandemic transformed the basic education of the young generation and why information management research should care? International Journal of Information Management, 55(2020), 1-6. https://doi.org/10.1016/j.ijinfomgt.2020.102183
  • McBrien, J. L., Cheng, R., & Jones, P. (2009). Virtual spaces: Employing a synchronous online classroom to facilitate student engagement in online learning. The International Review of Research in Open and Distributed Learning, 10(3), 1-17. https://doi.org/10.19173/irrodl.v10i3.605
  • Miles, M, B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook. Sage.
  • Moore, M. G., & Kearsley, G. (2012). Distance education: A systems view of online learning. Cengage Learning.
  • Moorhouse, B. L. (2020). Adaptations to a face-to-face initial teacher education course ‘forced’ online due to the Covid-19 pandemic. Journal of Education for Teaching, 2020(1), 1-3. https://doi.org/10.1080/02607476.2020.1755205
  • O’Keefe, L., Rafferty, J., Gunder, A., & Vignare, K. (2020). Delivering high-quality instruction online in response to Covid-19: Faculty playbook. Every Learner Everywhere.
  • Özkaral, C. T., & Bozyiğit, R. (2020). Social studies and geography teacher candidates’ views on coronavirus (Covid 19) and online education process. Review of International Geographical Education Online, 10(3), 467-484.
  • Özkoçak, V., Koç, F., & Gültekin T. (2020). Anthropological overview of pandemics: coronavirus (Covid-19) example. Turkish Studies, 15(2), 1183-1195. https://dx.doi.org/10.29228/TurkishStudies.42679
  • Rachmadtullah, R., Aliyyah, R. R., Samsudin, A., Syaodih, E., Nurtanto, M., & Tambunan, A. R. S. (2020). The perceptions of primary school teachers of online learning during the Covid-19 pandemic period: A case study in Indonesia. Journal of Ethnic and Cultural Studies, 7(2), 90-109. http://dx.doi.org/10.29333/ejecs/388
  • Shih, P. C., Muñoz, D., & Sánchez, F. (2006). The effect of previous experience with information and communication technologies on performance in a web-based learning program. Computers in Human Behavior, 22(6), 962-970. https:// dx.doi.org/10.1016/j.chb.2004.03.016
  • Singh, V., & Thurman, A. (2019). How many ways can we define online learning? A systematic literature review of definitions of online learning (1988-2018). American Journal of Distance Education, 33(4), 289–306. https://doi.org/10.1080/08923647.2019.1663082
  • Talidong, K. J. B., & Toquero, C. M. D. (2020). Philippine teachers’ practices to deal with anxiety amid COVİD-19. Journal of Loss and Trauma, 25(6-7), 573-579. https://doi.org/10.1080/15325024.2020.1759225
  • Tavşancıl, E., & Aslan, E. (2001). Content analysis and application examples. Epsilon Publication.
  • United Nations Educational, Scientific and Cultural Organization [UNESCO] (2020). School closures caused by Coronavirus (Covid-19). UNESCO. https://en.unesco.org/covid19/educationresponse at
  • United Nations International Children’s Emergency Fund [UNICEF] (2020). UNICEF and Microsoft launch global learning platform to help address Covid-19 education crisis. UNICEF. https://www.unicef.org/turkiye/en/press-releases/unicef-and-microsoft-launch-global-learning-platform-help-address-covid-19-education
  • World Health Organization [WHO] (2020). Coronavirus disease (Covid-19) Pandemic. World health Organization. https://www.who.int/emergencies/diseases/novel-coronavirus-2019
  • Yıldırım, A., & Şimşek, H. (2016). Sosyal bilimlerde nitel araştırma yöntemleri [Qualitative research methods in social sciences] (10th Edition). Seçkin Publication.
  • Zhao, Y. (2020). COVID-19 as a catalyst for educational change. Prospects 49(1), 29-33. https://doi.org/10.1007/s11125-020-09477-y
Year 2022, Volume: 5 Issue: 4 - ICETOL 2022 Special Issue, 1061 - 1076, 10.12.2022
https://doi.org/10.31681/jetol.1126956

Abstract

References

  • Acar, Y. (2020). The novel coronavirus (Covid-19) outbreak and impact on tourism activities. Journal of Current Tourism Research, 4(1), 7-21. https://doi.org/10.32572/guntad.703410
  • Almanthari, A., Maulina, S., & Bruce, S. (2020). Secondary school mathematics teachers’ views on e-learning ımplementation barriers during the Covid-19 pandemic: The case of Indonesia. Eurasia Journal of Mathematics, Science and Technology Education, 16(7), 1860-1877. https://doi.org/10.29333/ejmste/8240
  • Alpago, H., & Oduncu-Alpago, D. (2020). Socio-economic consequences of coronavirus. IBAD Journal of Social Sciences, 8(1), 99-114.
  • Anderson, T. (2009). The dance of technology and pedagogy in self-paced distance education. Paper presented at the 17th ICDE World Congress. Maastricht, The Netherlands.
  • Bakioğlu, B., & Çevik, M. (2020). Science teachers' views on distance education in the Covid-19 Pandemic Process. Turkish Studies, 15(4), 109-129. https://dx.doi.org/10.7827/TurkishStudies.43502
  • Bayburtlu, Y. S. (2020). Turkish education during Covid-19 pandemic distance education process. Turkish Studies, 15(4), 131-151. https://dx.doi.org/10.7827/TurkishStudies.44460
  • Bozkurt, A., & Sharma, R. C. (2020). Emergency remote teaching in a time of global crisis due to CoronaVirus pandemic. Asian Journal of Distance Education, 15(1), i-vi.
  • Büyüköztürk, Ş. (2015). Veri analizi el kitabı [Data analysis handbook.] (10th Edition). Pegem Akademi.
  • Chiemeke, S., & Imafidor, O. M. (2020). Web-based learning in periods of crisis: Reflections on the impact of Covid-19. International Journal of Computer Science & Information Technology, 12(3), 33-46. https://ssrn.com/abstract=3650893
  • Cohen, L., Manion, L., & Morrison, K. (2007). Research methods in education. Routledge.
  • Cojocariu, V. M., Lazar, I., Nedeff, V., & Lazar, G. (2014). SWOT analysis of e-learning educational services from the perspective of their beneficiaries. Procedia-Social and Behavioral Sciences, 116(1), 1999-2003. https://doi.org/10.1016/j.sbspro.2014.01.510
  • Creswell, J. W. (2007). Research design: Qualitative, quantitative, and mixed methods approaches. (3rd. ed.). Sage Publication.
  • Duban, N., & Şen, F. G. (2020). Pre-service classroom teachers’ opinions regarding the Covid-19 pandemic process. Turkish Studies, 15(4), 357-376. https://dx.doi.org/10.7827/TurkishStudies.43653
  • Engelbrecht, E. (2005). Adapting to changing expectations: post-graduate students’ experience of an e-learning tax program. Computers & Education, 45(1), 217-229. https://doi.org/10.1016/j.compedu.2004.08.001
  • Fauzi, I., & Sastra-Khusuma, I. (2020). Teachers’ elementary school in online learning of Covid-19 pandemic conditions. Jurnal Iqra ': Kajian Ilmu Pendidikan, 5(1), 58-70. https://doi.org/10.25217/ji.v5i1.914
  • Flack, C. B., Walker, L., Bickerstaff, A., & Margetts, C. (2020). Socioeconomic disparities in Australian schooling during the Covid-19 pandemic. Pivot Professional Learning.
  • Görgülü-Arı, A., & Hayır-Kanat, M. (2020). Prospective teacher' views on Covid-19 (coronavirus). Van Yüzüncü Yıl University the Journal of Social Sciences Institute, Outbreak Diseases Special Issue, 459-492.
  • Gudmundsdottir, G. B., & Hathaway, D. M. (2020). We always make it work: Teachers’ agency in the time of crisis. Journal of Technology and Teacher Education, 28(2), 239-250. https://www.learntechlib.org/primary/p/216242/
  • Gupta, A., & Goplani, M. (2020). Impact of Covid-19 on educational institutions in India. UGC Care Journal, 31(21), 661-671. https://ssrn.com/abstract=3679284
  • Hall, D., & Knox, J. (2009). Issues in the education of TESOL teachers by distance education. Distance Education, 30(1), 63-85. https://doi.org/10.1080/01587910902845964
  • Hebebci, M. T., Bertiz, Y., & Alan, S. (2020). Investigation of views of students and teachers on distance education practices during the Coronavirus (Covid-19) Pandemic. International Journal of Technology in Education and Science (IJTES), 4(4), 267-282.
  • Irwan, I., & Santaria, R. (2020). Challenges faced by teachers and students towards quality assurance of education amidst Covid-19 pandemic. Jurnal Studi Guru Dan Pembelajaran, 3(2), 259-263. https://doi.org/10.30605/jsgp.3.2.2020.285
  • Jin, S. H. (2005). Analyzing student-student and student-instructor interaction through multiple communication tools in web-based learning. International Journal of Instructional Media, 32(1) 59-67.
  • Lau, J., Yang, B., & Dasgupta, R. (2020). Will the coronavirus make online education go viral? https://www.timeshighereducation.com/features/will-coronavirus-make-online-education-go-viral
  • Li, F., Zhou, M., & Fan, B. (2014). Can distance education increase educational equality? Evidence from the expansion of Chinese higher education. Studies in Higher Education, 39(10), 1811-1822.
  • Littlefield, J. (2018). The difference between synchronous and asynchronous distance learning. https://www.thoughtco.com/synchronous-distance-learning-asynchronousdistance learning-1097959
  • Livari, N., Sharma, S., & Ventä-Olkkonen, L. (2020). Digital transformation of everyday life–How Covid-19 pandemic transformed the basic education of the young generation and why information management research should care? International Journal of Information Management, 55(2020), 1-6. https://doi.org/10.1016/j.ijinfomgt.2020.102183
  • McBrien, J. L., Cheng, R., & Jones, P. (2009). Virtual spaces: Employing a synchronous online classroom to facilitate student engagement in online learning. The International Review of Research in Open and Distributed Learning, 10(3), 1-17. https://doi.org/10.19173/irrodl.v10i3.605
  • Miles, M, B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook. Sage.
  • Moore, M. G., & Kearsley, G. (2012). Distance education: A systems view of online learning. Cengage Learning.
  • Moorhouse, B. L. (2020). Adaptations to a face-to-face initial teacher education course ‘forced’ online due to the Covid-19 pandemic. Journal of Education for Teaching, 2020(1), 1-3. https://doi.org/10.1080/02607476.2020.1755205
  • O’Keefe, L., Rafferty, J., Gunder, A., & Vignare, K. (2020). Delivering high-quality instruction online in response to Covid-19: Faculty playbook. Every Learner Everywhere.
  • Özkaral, C. T., & Bozyiğit, R. (2020). Social studies and geography teacher candidates’ views on coronavirus (Covid 19) and online education process. Review of International Geographical Education Online, 10(3), 467-484.
  • Özkoçak, V., Koç, F., & Gültekin T. (2020). Anthropological overview of pandemics: coronavirus (Covid-19) example. Turkish Studies, 15(2), 1183-1195. https://dx.doi.org/10.29228/TurkishStudies.42679
  • Rachmadtullah, R., Aliyyah, R. R., Samsudin, A., Syaodih, E., Nurtanto, M., & Tambunan, A. R. S. (2020). The perceptions of primary school teachers of online learning during the Covid-19 pandemic period: A case study in Indonesia. Journal of Ethnic and Cultural Studies, 7(2), 90-109. http://dx.doi.org/10.29333/ejecs/388
  • Shih, P. C., Muñoz, D., & Sánchez, F. (2006). The effect of previous experience with information and communication technologies on performance in a web-based learning program. Computers in Human Behavior, 22(6), 962-970. https:// dx.doi.org/10.1016/j.chb.2004.03.016
  • Singh, V., & Thurman, A. (2019). How many ways can we define online learning? A systematic literature review of definitions of online learning (1988-2018). American Journal of Distance Education, 33(4), 289–306. https://doi.org/10.1080/08923647.2019.1663082
  • Talidong, K. J. B., & Toquero, C. M. D. (2020). Philippine teachers’ practices to deal with anxiety amid COVİD-19. Journal of Loss and Trauma, 25(6-7), 573-579. https://doi.org/10.1080/15325024.2020.1759225
  • Tavşancıl, E., & Aslan, E. (2001). Content analysis and application examples. Epsilon Publication.
  • United Nations Educational, Scientific and Cultural Organization [UNESCO] (2020). School closures caused by Coronavirus (Covid-19). UNESCO. https://en.unesco.org/covid19/educationresponse at
  • United Nations International Children’s Emergency Fund [UNICEF] (2020). UNICEF and Microsoft launch global learning platform to help address Covid-19 education crisis. UNICEF. https://www.unicef.org/turkiye/en/press-releases/unicef-and-microsoft-launch-global-learning-platform-help-address-covid-19-education
  • World Health Organization [WHO] (2020). Coronavirus disease (Covid-19) Pandemic. World health Organization. https://www.who.int/emergencies/diseases/novel-coronavirus-2019
  • Yıldırım, A., & Şimşek, H. (2016). Sosyal bilimlerde nitel araştırma yöntemleri [Qualitative research methods in social sciences] (10th Edition). Seçkin Publication.
  • Zhao, Y. (2020). COVID-19 as a catalyst for educational change. Prospects 49(1), 29-33. https://doi.org/10.1007/s11125-020-09477-y
There are 44 citations in total.

Details

Primary Language English
Subjects Studies on Education
Journal Section Articles
Authors

Aziz İlhan 0000-0001-7049-5756

Hafize Gamze Kırmızıgül 0000-0002-9573-0801

Early Pub Date October 18, 2022
Publication Date December 10, 2022
Published in Issue Year 2022 Volume: 5 Issue: 4 - ICETOL 2022 Special Issue

Cite

APA İlhan, A., & Kırmızıgül, H. G. (2022). The effects of Covid-19 on mathematics learning areas. Journal of Educational Technology and Online Learning, 5(4), 1061-1076. https://doi.org/10.31681/jetol.1126956


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