Learner-Centered Instruction: Teachers' Practice in Online Class of Mathematics during COVID-19 Pandemic in Nepal

Autor/inn/en	Khadka, Jiban; Joshi, Dirgha Raj; Adhikari, Krishna Prasad; Khanal, Bishnu
Titel	Learner-Centered Instruction: Teachers' Practice in Online Class of Mathematics during COVID-19 Pandemic in Nepal
Quelle	In: International Journal of Instruction, 15 (2022) 3, S.831-852 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1694-609X
Schlagwörter	Student Centered Learning; Teaching Methods; Online Courses; COVID-19; Pandemics; Foreign Countries; Outcomes of Education; Program Effectiveness; Mathematics Teachers; Grade 8; Grade 10; College Freshmen; Teacher Role; Nepal + Suchen Sie Ihr Suchwort? Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Teaching method; Lehrmethode; Unterrichtsmethode; Online course; Online-Kurs; Ausland; Lernleistung; Schulerfolg; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; School year 08; 8. Schuljahr; Schuljahr 08; Studienanfänger; Lehrerrolle
Abstract	Learner-centered instruction is very important concept in virtual and face-to-face classes for enhancing academic performance of students. This research aims to study the status of learner-centered instructions followed by the teachers in online classes during the pandemic and its effectiveness on the mathematics achievement of the learners. The cross-sectional survey design was used by taking 2273 students by convenient sampling from basic to university level of Nepal. The t-test, ANOVA, correlation, and regression techniques were used to analyze the data. The finding of the study indicates that the learning-centered role of teachers was found to be high in mathematics teaching during the pandemic situation in Nepal however teachers are not habituated to give extra time in learning difficulties whereas the problem solving and creative role of teachers were found better as compared to other. Types of the institutions, teaching level, access to the internet, and having tablet are the determinants for the learner-centered instruction in teaching whereas availability of laptop and computer, types of institutions, and access to the internet have significant roles to determine the mathematics achievement. The findings of this research suggest that practice of learner-centered instruction would be useful and beneficial for the learners in online classes. (As Provided).
Anmerkungen	Gate Association for Teaching and Education. e-mail: iji@ogu.edu.tr; Web site: http://e-iji.net/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01