On-Campus vs Distance Tutorials in Preparatory Courses for Mathematics Student Teachers – Performance Gains and Influencing Factors
نویسندگان
چکیده
Abstract Due to COVID-19 pandemic restrictions, new instructional designs for mathematics courses have recently been developed. Unlike traditional e-learning courses, distance learning via videoconferencing contains more synchronous elements and is therefore closely related classroom instruction. Since theories of person-environment fit suggest that course modality may an impact on processes, this study compares the effectiveness on-campus (in-person) tutorials as essential components a preparatory course. Using within-between-subject design, we examined performance gains first-year student teachers (primary lower secondary level) during two-week in relation (1) tutorial variation, (2) students’ prior knowledge, (3) general specific affective factors. Overall, our results indicate with can be similarly effective. However, considering knowledge measured by entrance test, variant proved decisive factor students higher test scores: While scores showed comparable both tutorials, increased their only tutorials. Furthermore, factors differs two variants. self-efficacy engagement predict outcomes positively influenced satisfaction negatively procrastination social relatedness. Thus, shed light how instructors design promote effective learning.
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ژورنال
عنوان ژورنال: International journal of research in undergraduate mathematics education
سال: 2023
ISSN: ['2198-9745', '2198-9753']
DOI: https://doi.org/10.1007/s40753-023-00221-3