Learners’ Expectations towards Virtual Learning and its Effect on Mathematics Performance

Authors

  • Dirgha Raj Joshi Mahendra Ratna Campus Tahachal, Tribhuvan University, Nepal,
  • Jiban Khadka Faculty of Social Science and Education, Nepal Open University, Nepal,
  • Bishnu Khanal Mahendra Ratna Campus Tahachal, Tribhuvan University, Nepal,
  • Krishna Prasad Adhikari Corresponding author, Central Department of Education, Tribhuvan University, Nepal,

Keywords:

achievement, expectation, mathematics, Nepal, virtual learning

Abstract

The demands for virtual learning have exponentially increased because of the COVID-19 pandemic. The aim of the research was to explore learners’ expectations towards virtual learning and its effect on mathematics achievement. A total of 2,350 students from basic to university levels in Nepal participated in the cross-sectional survey. T-test, ANOVA, and SEM were employed for data analysis. The findings indicate that the expectation of learners towards virtual learning from the government, educational institutions, teachers, and parents found to be significantly high. Parents’ level of education, gender, and the types of educational institutions are key predictors of the expectation of learners. Expectations of learners towards virtual learning from government, institutions, and parents have negative and expectations from teachers have a positive effect on mathematics performance.

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Published

2024-01-01

How to Cite

Joshi , D. R., Khadka, J., Khanal , B., & Adhikari , K. P. (2024). Learners’ Expectations towards Virtual Learning and its Effect on Mathematics Performance. International Journal of Instruction, 17(1), 733–754. Retrieved from https://e-iji.net/ats/index.php/pub/article/view/542

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Section

Articles