Comparison of the learning outcomes in online and in-class environments in the divisibility lessons
Dina Kamber Hamzić 1 * , Daniela Zubović 1 , Lamija Šćeta 2
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1 Faculty of Science, University of Sarajevo, Sarajevo, BOSNIA AND HERZEGOVINA2 School of Economics and Business, University of Sarajevo, Sarajevo, BOSNIA AND HERZEGOVINA* Corresponding Author

Abstract

In this paper, the effects of the online learning of the mathematical area of divisibility are studied, by comparing the achievements of students who have learned this mathematical topic in the online and in-class environments.
Data for this study were collected in seven schools at the beginning of the seventh grade of elementary education, with 383 participants aged 12 to 13. The test with four questions was designed according to the standards and levels set by APOSO (Agency for Pre-Primary, Primary, and Secondary Education in Bosnia and Herzegovina). Data were analyzed using a two-sample t-test and a Chi-square test.
The results highlighted that there was no statistical difference in the total scores between the students who learned divisibility in the in-class environment and those who learned it in the online environment. When comparing students’ achievement in each question separately, statistical difference appeared only in the question of the highest level according to APOSO. The mistakes that students made when solving divisibility problems were also part of this research.

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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

INT ELECT J MATH ED, 2022, Volume 17, Issue 4, Article No: em0714

https://doi.org/10.29333/iejme/12473

Publication date: 19 Sep 2022

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