Page 91 - Drobnič Janez, Pelc Stanko, Kukanja Gabrijelčič Mojca, Česnik Katarina, Cotič Nastja, Volmut Tadeja. Ur. 2023. Vzgoja in izobraževanje v času covida-19. Koper: Založba Univerze na Primorskem
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Online Math Lessons in Junior Grades of Primary School amid the COVID-19 Pandemic
Colleagues .
‘Moja škola’ .
.
Publishers
Independently .
Figure 3 Preparation of Teaching Materials for the Implementation of Online Mathematics
Teaching
Satisfied .
Not satisfied .
Figure 4 Self-Satisfaction with Online Mathematics Teaching
that teachers, despite their lack of experience in the implementation of this
type of teaching, understood their role in achieving mathematics teaching
goals and prepared appropriate contents for it.
Teachers’ Satisfaction with Online Mathematics Lessons
With the last research task, we wanted to examine how satisfied teachers
were with their own online teaching of mathematics and whether they saw
any possibilities of its implementation as a supplement to regular direct
teaching. The largest percentage of teachers (53.2) were not satisfied with
the online teaching of mathematics, while 46.8 of teachers expressed sat-
isfaction with the online teaching (figure 4).
Insight into table 3 shows that teachers who taught the third and fourth
grades expressed greater satisfaction with online teaching compared to
teachers who taught the first two grades of primary school. The observed
differences in teachers’ opinions are not statistically significant (χ2 = 4.008,
df = 3, p < 0.261). The obtained data can be explained by the fact that stu-
dents in the first two grades of primary school need more support in their
learning, greater use of obviousness in work and more practical activities
Table 3 Self-Satisfaction with Online Mathematics Teaching
Self-satisfaction Years of work experience Grade of class
– – – > I II III
IV
Satisfied f
Not satisfied f . . . . . . . .
Total f
f . . . . . . . .
f
f . . . . . . . .
91
Colleagues .
‘Moja škola’ .
.
Publishers
Independently .
Figure 3 Preparation of Teaching Materials for the Implementation of Online Mathematics
Teaching
Satisfied .
Not satisfied .
Figure 4 Self-Satisfaction with Online Mathematics Teaching
that teachers, despite their lack of experience in the implementation of this
type of teaching, understood their role in achieving mathematics teaching
goals and prepared appropriate contents for it.
Teachers’ Satisfaction with Online Mathematics Lessons
With the last research task, we wanted to examine how satisfied teachers
were with their own online teaching of mathematics and whether they saw
any possibilities of its implementation as a supplement to regular direct
teaching. The largest percentage of teachers (53.2) were not satisfied with
the online teaching of mathematics, while 46.8 of teachers expressed sat-
isfaction with the online teaching (figure 4).
Insight into table 3 shows that teachers who taught the third and fourth
grades expressed greater satisfaction with online teaching compared to
teachers who taught the first two grades of primary school. The observed
differences in teachers’ opinions are not statistically significant (χ2 = 4.008,
df = 3, p < 0.261). The obtained data can be explained by the fact that stu-
dents in the first two grades of primary school need more support in their
learning, greater use of obviousness in work and more practical activities
Table 3 Self-Satisfaction with Online Mathematics Teaching
Self-satisfaction Years of work experience Grade of class
– – – > I II III
IV
Satisfied f
Not satisfied f . . . . . . . .
Total f
f . . . . . . . .
f
f . . . . . . . .
91
