Mukuka Angel, Shumba Overson, Mulenga Henry M
African Centre of Excellence for Innovative Teaching and Learning Mathematics and Science, University of Rwanda-College of Education, Rwanda.
Department of Mathematics, Science, and Technology Education, Mukuba University, Kitwe, Zambia.
Heliyon. 2021 Jul 10;7(7):e07523. doi: 10.1016/j.heliyon.2021.e07523. eCollection 2021 Jul.
This paper reports the findings of a descriptive survey research that explored secondary school students' experiences with mathematics remote learning during the Corona Virus Disease 2019 (COVID-19) school closure. The study involved 367 students of ages 13 to 21 selected from six secondary schools in Kitwe district of Zambia using the cluster random sampling method. Using a mixed-methods research approach, quantitative and qualitative data were merged to provide a comprehensive analysis of the main findings in the context of the existing literature, the government's response to COVID-19 school closure, and the challenges associated with remote learning during that time. Research findings show that more than 56% of the respondents did not have sufficient access to Information and Communication Technologies (ICT), electricity, and internet services. Most of these respondents also held a belief that mathematics is a subject that is best learned with face-to-face interactions between the teacher and students, and among students. These results suggest a need for the education systems in Zambia and other similar contexts to put up infrastructure that supports the blended and online learning models during and after the COVID-19 pandemic.
本文报告了一项描述性调查研究的结果，该研究探讨了2019年冠状病毒病（COVID-19）学校停课期间中学生的数学远程学习经历。该研究使用整群随机抽样方法，从赞比亚基特韦区的六所中学选取了367名年龄在13至21岁之间的学生。采用混合方法研究途径，将定量和定性数据合并，以便在现有文献、政府对COVID-19学校停课的应对措施以及当时与远程学习相关的挑战的背景下，对主要研究结果进行全面分析。研究结果表明，超过56%的受访者无法充分使用信息通信技术（ICT）、电力和互联网服务。这些受访者中的大多数还认为，数学是一门最好通过教师与学生之间以及学生之间的面对面互动来学习的学科。这些结果表明，赞比亚和其他类似背景下的教育系统需要建立基础设施，以支持COVID-19大流行期间及之后的混合式和在线学习模式。
