Date
12-7-2023
Department
School of Education
Degree
Doctor of Philosophy in Education (PhD)
Chair
Nathan Putney
Keywords
online learning, face-to-face learning, mathematics attitude, computer attitude, mathematics engagement, computer-mathematics interaction
Disciplines
Education
Recommended Citation
Martin Philyaw, Rebecca J., "Attitudes of Secondary Students Toward Online and Face-to-Face Learning in Mathematics: A Quantitative Causal-Comparative Study" (2023). Doctoral Dissertations and Projects. 5039.
https://digitalcommons.liberty.edu/doctoral/5039
Abstract
The purpose of this quantitative, causal-comparative study is to investigate the current differences between online and face-to-face student attitudes toward mathematics and computer-based learning at the high school level. Because instruction and technology use have been influenced by the Covid-19 pandemic, it is important to assess student attitudes toward mathematics and computer-based learning in both traditional face-to-face and online settings. This study was conducted with 70 face-to-face students and 67 online high school students in a single school district in North Carolina. The Galbraith-Haines Mathematics-Computer Attitude Scales were used as the data collection instrument measuring student confidence toward mathematics, mathematics motivation, computer confidence, and computer-mathematics interaction. A secure Google form was used for data collection in the spring of 2023. A one-way MANOVA was used to determine if there was a difference in attitudes between the online and face-to-face participants in the dependent variables. The result of the MANOVA was significant, where F(4, 127) = 10.448, p < .001, Pillai’s Trace = .248, and partial η^2 = 0.248, suggesting there are significant differences on the dependent variables by setting type for high school mathematics students in online and face-to-face settings. Results indicated a higher confidence in mathematics held by face-to-face students, higher mathematics motivation held by online students, and higher computer-mathematics interaction held by online students. No significant difference was found between online and face-to-face students in the area of computer confidence. Recommendations for further studies include a larger sample size, a comparison of technology uses, and a qualitative study.
