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ja Maričić, Nenad Milinković, and Snežana Marinković
Table 4 Teachers’ Opinion on Implementation of Online Mathematics Teaching
as a Supplement to Regular Teaching
Opinion Years of work experience Levels of studies
– – – > () ()
Yes, I could use online classes,
but to aid with regular classes f
I don’t like it at all, I don’t want f . . . . . .
to use this f
Total f . . . . . .
f
f . . . . . .
Notes Column headings are as follows: (1) basic academic studies, (2) master academic stud-
ies.
in which they form mathematical concepts, while older students are more
independent in their work, and are able to learn on their own, so teachers
believe their success is not just the result of working directly with them.
Analysing the opinions of teachers with different lengths of work expe-
rience, we notice that teachers who have less work experience in teaching
expressed greater satisfaction with the organization and implementation of
online teaching. The more work experience the teacher had, the less satis-
fied they were with online teaching. The observed differences in teachers’
opinions are statistically significant (χ2 = 10.91, df = 3, p < 0.05). The result is
a consequence of the fact that younger teachers have greater digital com-
petencies acquired during formal education, but also due to the use of digi-
tal technologies in everyday activities compared to older teachers who have
worked longer.
A study conducted among teachers in high schools in Spain shows similar
results. The results of this research have shown that more than three quarters
of the surveyed teachers believe they have a medium or advanced level of
digital teaching competence and they are able to easily organize this type of
teaching (Rodríguez-Muñiz et al. 2021).
The results of the survey have shown that 72 of teachers believe they
could use online teaching content, but as an aid to regular classes, while the
remaining 28 of teachers said that online classes did not suit them at all
and they could would not use it in their future work (table 4). It is interest-
ing that none of the surveyed teachers answered that online teaching suits
them and that they could completely replace regular teaching with online
lessons. This attitude of the teachers is completely justified. Everyone who
finds themselves in a situation of implementing online teaching becomes
92
Table 4 Teachers’ Opinion on Implementation of Online Mathematics Teaching
as a Supplement to Regular Teaching
Opinion Years of work experience Levels of studies
– – – > () ()
Yes, I could use online classes,
but to aid with regular classes f
I don’t like it at all, I don’t want f . . . . . .
to use this f
Total f . . . . . .
f
f . . . . . .
Notes Column headings are as follows: (1) basic academic studies, (2) master academic stud-
ies.
in which they form mathematical concepts, while older students are more
independent in their work, and are able to learn on their own, so teachers
believe their success is not just the result of working directly with them.
Analysing the opinions of teachers with different lengths of work expe-
rience, we notice that teachers who have less work experience in teaching
expressed greater satisfaction with the organization and implementation of
online teaching. The more work experience the teacher had, the less satis-
fied they were with online teaching. The observed differences in teachers’
opinions are statistically significant (χ2 = 10.91, df = 3, p < 0.05). The result is
a consequence of the fact that younger teachers have greater digital com-
petencies acquired during formal education, but also due to the use of digi-
tal technologies in everyday activities compared to older teachers who have
worked longer.
A study conducted among teachers in high schools in Spain shows similar
results. The results of this research have shown that more than three quarters
of the surveyed teachers believe they have a medium or advanced level of
digital teaching competence and they are able to easily organize this type of
teaching (Rodríguez-Muñiz et al. 2021).
The results of the survey have shown that 72 of teachers believe they
could use online teaching content, but as an aid to regular classes, while the
remaining 28 of teachers said that online classes did not suit them at all
and they could would not use it in their future work (table 4). It is interest-
ing that none of the surveyed teachers answered that online teaching suits
them and that they could completely replace regular teaching with online
lessons. This attitude of the teachers is completely justified. Everyone who
finds themselves in a situation of implementing online teaching becomes
92
