The effect of distance learning during Covid-19 pandemics on the mathematical learning results

Abstract

During the COVID-19 pandemic, the education system was faced with a situation that required teachers to master distance learning media. Distance learning is still a polemic among the community, this is because distance learning is still considered no better than conventional direct learning, especially in mathematics learning that requires understanding of concepts to be able to master the material. The purpose of this research is find out which method is better between the class using the distance learning method during the COVID-19 pandemic and the class using the conventional direct method. This type of research conducted in this study is ex post facto research with a causal comparative design. The sample in this study was class 11th grade of the 2018/2019 and 2019/2020 school year at one of the senior high school in Sukabumi. Mathematics learning outcome data is obtained from the end of semester exam results, the data is then processed using the Mann-Whitney nonparametric difference test. The results showed that there were differences in mathematics learning outcomes between students who used the distance learning method and students who used conventional direct methods, and students who used distance learning had better results than students who used conventional direct methods.

Algebraic Skills and Academic Achievement in Mathematics of Grade 7 Students in a Philippine Chinese School

“…The result of this study adheres to the claim of Berry (2017) that there is no difference between synchronous and asynchronous formats in students' perceptions of the Algebra 1 course. However, the result of this study negates the claims of Adamiak and Sauls (2017) that online intervention can affect students' success rates, of Ramadhan (2021) that students who used distance learning had better mathematical learning results than students who used conventional direct methods, and of Murphy et al (2016) that flipped class (students watched short video lectures made by the instructor and complete a short online quiz before each class attendance) performed better in overall content in linear algebra with a 21% improvement in the median final exam grade. Also, the notion stated in the study of Melad (2016) and Torrefranca (2017) that the students' algebraic skills can be promoted effectively by students themselves using well-designed instructional modules is contradictory to the result of this study.…”

“…Distance learning is still a polemic in the community (Ramadhan, 2021). However, according to Ahn and Edwin (2018), a better understanding of how students learn mathematics coupled with the successful use of mathematical e-learning will help the students learn mathematics more practically and make the subject more interesting.…”

A systematic review and meta-analysis of the impact of the COVID-19 pandemic on learning

“…The learning deficit is appreciably larger in middleincome countries (mean 0.500, median 0.513) than in high-income countries (mean 0.149, median 0.143). In fact, the 3 studies on middle-income countries in our sample 14,10,5 are among the 4 studies reporting the largest estimates of learning deficits in Fig. 3.…”

“…The reports do not report sufficient information to enable assessment of the risk of bias related to the sample selection process or bias due to missing data. Clark et al 2021 (9), Ramadhan and Suhendra 2021 (10) These studies constitute experimental studies with the primary aim to observe the effect of in-person vs. remote teaching on learning progress. While they contain information on learning deficits after the onset of the pandemic, the samples used were not designed to be representative of the society in question and are very small (containing students in 1 to 3 schools).…”

Analysis of Distance Learning Physics During the Covid-19 Pandemic

“…Long distances, poor signal network conditions. A method or alternative learning strategy is needed so that students or lecturers can continue to carry out learning activities [14].…”