A Study of Current State and Guidelines of Online Mathematics Instruction during COVID-19 Pandemic Situation

Abstract

The objectives of this research were to study (1) the state of online mathematics instruction under the COVID-19 pandemic situation; and (2) the guidelines for online mathematics instruction under the COVID-19 pandemic situation.  This study was a mixed-method research involving quantitative and qualitative research methodologies.  The research sample in the quantitative study consisted of 144 mathematics teachers at the upper secondary level obtained by stratified random sampling; while the key research informants in the qualitative study were 10 purposively selected mathematics teachers at the upper secondary level.  The research instruments were a questionnaire on the state of and guidelines for online mathematics instruction and a semi-structured interview form.  Research data were analyzed using the percentage, mean, standard deviation, and content analysis forming inductive conclusions. The research results were as follows: (1) regarding the state of online mathematics instruction, it was found that the teachers' readiness was at the high level, while the students' readiness and the instructional management in the online classrooms were at the moderate level; and (2) regarding the guidelines for online mathematics instruction, it was found that the teachers should develop themselves by attending training programs on technology, increase professional learning networks in order to share experiences and find new techniques to design online mathematics instruction; the students should practice using the program before starting their studies, while the teachers should provide advice and consultation to students both inside and outside the classroom via a variety of channels; as for the instructional management in the online classrooms, the schools should support enough equipment as well as setting appropriate policies and study times; the teachers should use modern and innovative activities to encourage student participation, and should measure and evaluate learning outcomes according to authentic assessment.