Behavioral, cognitive, emotional and social engagement in mathematics learning during COVID-19 pandemic

A meaningful engagement of learners is critical in the quality teaching and learning of mathematics at school level. Learner engagement has been an ongoing issue in mathematics classrooms in Nepal and elsewhere. In this context, this study aimed to examine the level of engagement (behavioral, social, emotional, and cognitive activities) and their association with learning mathematics through the virtual mode of instruction during the pandemic. The cross-sectional online survey design was employed among 402 secondary-level mathematics teachers in Nepal. Descriptive statistics, correlation, and structural equation modeling were the major statistical techniques used in research. The findings indicate that the level of behavioral, social, emotional, and cognitive engagement of students was found to be high in the online mode of instruction. Additionally, cognitive engagement has significant highest impact on social, behavior, and emotional engagement

Mental Health Problems and Patterns of Self-Care Associated with the Use of Digital Devices among University Students

Background: Digital devices such as computers, laptops, television (TV) and mobile phones were originally designed to support human beings’ daily activities; however, they may produce several limitations as well as benefits. The main concern of the study was how the utilization of digital devices like laptops, computers and TVs affect the mental health of Nepal’s university students and what are the self-care practices utilized to manage problems? Method: 326 MPhil scholars of Nepal Open University (NOU) participated in this cross-sectional study. Digital devices pattern of use (i.e., TV, laptop and computer), mental health problems, and self-care practices among university students were assessed through a semi-structured questionnaire. Chi-square test and binary logistic regression were major statistical techniques used in the research. Results: The study’s researchers found the following mental health problems: depression (21.5%), loneliness (39.9%), anxiety (30.7%), and a loss of the sense of control (47.5%). Significant associations were found between sitting position with loneliness, age and anxiety and the daily use of computer with sense of control, loneliness, and anxiety. Additionally, computer use two to three times a week, laptop use in the evening and sitting on a chair or stool when using digital devices, stood as the main predictors respectively of the sense of control, loneliness, and depression. Few participants with mental health problems used medicine and meditation for self-care. Conclusion: The use of digital devices was associated with mental health problems. Patterns of using computers and the preferred time to use laptops were major contributing factors for one’s sense of control and loneliness, respectively. Therefore, an awareness programme concerning the use of digital devices and their effects on mental health should be communicated among university students

Learner-Centered Instruction: Teachers’ Practice in Online Class of Mathematics During Covid-19 Pandemic in Nepal

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

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

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

Evaluating the competencies of university teachers in content, pedagogical, and technological knowledge

This paper reports the findings of the university teachers’ competencies on content, pedagogical, and technological knowledge based on TPACK model. Infomed by the cross-sectional research design, this research applied structural equation modeling and machine learning as the major statistical tools to analyse the data derived from self-administered survey and qualitative narratives of the 405 teachers involved in teacher education programs at 23 community and constituent campuses of Tribhuvan University, Nepal. Among the six types of knowledge viz. content, pedagogical, technological, content-pedagogical, technological-content, and technological-pedagogical knowledge observed, technology-related knowledge is found comparatively inadequate in the teachers. Since technological knowledge is the main predictor among these types of knowledge, it should be integrated in instructional planning, learning management system, and use of the digital devices

Effect of behavioral, emotional and social engagement on cognitive engagement (Model 3).

Effect of behavioral, emotional and social engagement on cognitive engagement (Model 3).</p

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Theoretical framework of learner engagement in terms of social, behavioral, cognitive and emotional engagement (black arrow represents the domain of research and blue arrow represents the support connection of theories).

Theoretical framework of learner engagement in terms of social, behavioral, cognitive and emotional engagement (black arrow represents the domain of research and blue arrow represents the support connection of theories).</p