Teachers' Humanistic Role in Teaching Mathematics Online During the COVID-19 Pandemic in Nepal

This study aimed to examine the teachers' humanistic role in terms of integrity, dignity, and freedom in online classes, and its effect on mathematics learning achievement. The cross-sectional survey design was carried out by taking 2260 students from school to tertiary levels in Nepal during t...

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Bibliographic Details
Published inInternational journal of distance education technologies Vol. 21; no. 1; pp. 1 - 19
Main Authors Khanal, Bishnu, Joshi, Dirgha Raj, Adhikari, Krishna Prasad, Khadka, Jiban
Format Journal Article
LanguageEnglish
Published Hershey IGI Global 2023
Subjects
Academic achievement
Access to Computers
CAI
Computer assisted instruction
COVID-19
Distance learning
Education
Educational Technology
Elementary Secondary Education
Epidemics
Equal Education
Foreign Countries
Freedom
Humanism
Instructional Program Divisions
Integrity
Internet
Mathematical analysis
Mathematics Achievement
Mathematics education
Mathematics Instruction
Methods
Nepal
Online Courses
Online education
Online instruction
Pandemics
Postsecondary Education
Predictor Variables
Social networks
Students
Surveys
Teacher Attitudes
Teacher Behavior
Teacher Role
Teachers
Teaching
Nepal
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Summary:This study aimed to examine the teachers' humanistic role in terms of integrity, dignity, and freedom in online classes, and its effect on mathematics learning achievement. The cross-sectional survey design was carried out by taking 2260 students from school to tertiary levels in Nepal during the COVID-19 pandemic. T-test, ANOVA, and hierarchical regressions were the major statistical techniques used to yield the results in the research. The results showed that access to the internet, grades/levels, and availability of digital devices are significant in the practice of the humanistic role of teachers and students' learning achievement. Additionally, many factors such as teachers' equality and fair treatment, expression of negative emotions, and displaying energy and enthusiasm in teaching-learning activities, interest in students' well-being, extended moral support, positive attitude, and understanding of pressures and limitations of students are significant predictors in the achievement of mathematics.
ISSN:1539-3100
1539-3119
DOI:10.4018/IJDET.324951