Investigating the Effects of Videoconferencing on Students’ Interest in Learning Mathematics

DOI

10.2991/978-2-38476-056-5_70How to use a DOI?

Keywords

Students’ preparations on videoconferencing; students’ experiences on videoconferencing; students’ perceptions in learning; students interest on videoconferencing; students interest in learning Math; effects of videoconferencing; advantages and disadvantages of videoconferencing

Abstract

The study investigated the effects of videoconferencing on students’ interest in learning mathematics at Bukidnon State University Kitaotao Campus during the S.Y. 2021–2022. The respondents of the study were nine (9) selected Business Administration third-year students enrolled in Business Statistics subject. Specifically, the study aimed to identify students’ preparations on videoconferencing, discussed students’ experiences with videoconferencing, described how students perceived their learning for videoconferencing, and explained how students’ practices, experiences, and perceptions affect their interest in learning. The study also made use of a case study qualitative research design using an exploratory approach. The data gathered was based on an interview results further coded, analyzed, and compared. Results of the study revealed that students’ preparations before videoconferencing include conducting prior research, completing housework, and making sure to have all the necessary resources. Students’ preparations during videoconferencing include taking notes, participating in the discussion, conducting research, asking questions, and paying close attention while videoconferencing. Students’ preparations after videoconferencing include reviewing notes, relaxing, self-evaluate, doing assignments right away, and asking post-questions. Students’ experiences varied; they each had unique experiences, but they all agreed that taking an online class saves time, but the poor internet connection was a major drawback. These good experiences included students’ experienced approachable instructors, were given recognition, felt the true essence of collaboration, can do multi- tasks, felt comfortable learning at home, being involved, can answer their modular activities, and can contribute to the class. On the other hand, students’ difficulties encountered were that they were unprepared, got bored, felt sleepy, distracted, mentally blocked, don’t comprehend, remained silent, left the meeting, had an internet connection that went out unexpectedly, and lacked of funds. Despite the fact that students believe math is difficult to learn without a teacher, they continue to learn during online classes. The data analysis revealed four rationalized codes on the perceptions of students’ learning in using videoconferencing: learning varies; learning is evident; learning is individualized; and learning is based on sufficient resources. Because of the abrupt transition in the educational process, the students’ interests shifted dramatically and are positively and negatively affected. They were on the verge of losing interest because they believed that simply submitting the required requirements was sufficient to pass the subject.

Copyright

© 2023 The Author(s)

Open Access

Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

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TY  - CONF
AU  - Hazel Reduca
AU  - Jennyliza Ucang
PY  - 2023
DA  - 2023/07/26
TI  - Investigating the Effects of Videoconferencing on Students’ Interest in Learning Mathematics
BT  - Proceedings of the 3rd International Conference on Education and Technology (ICETECH 2022)
PB  - Atlantis Press
SP  - 711
EP  - 750
SN  - 2352-5398
UR  - https://doi.org/10.2991/978-2-38476-056-5_70
DO  - 10.2991/978-2-38476-056-5_70
ID  - Reduca2023
ER  -