- Lalitpur, Nepal
- An engaged professionaledit
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... more
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 predicto...
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The current study examined the mathematics teachers' awareness toward and practices of different forms of assessments (of, for, and as learning) in teaching mathematics online during the pandemic. A cross-sectional online survey... more
The current study examined the mathematics teachers' awareness toward and practices of different forms of assessments (of, for, and as learning) in teaching mathematics online during the pandemic. A cross-sectional online survey design was applied among 450 high school mathematics teachers in Nepal. Mean, standard deviation, Mann-Whitney and Kruskal Wallis tests, and structural equation modeling (SEM) were major statistical techniques used in the research. The findings of the study indicated that the level of formative assessment practices in mathematics teaching was found to be high during online classes. Age, gender, teaching experience, time for online classes, and mode of the online learning environment (OLE) are determinant factors associated with the assessment component and strategy, assessment of learning, for learning, and as learning. Assessment strategy and its components are significant predictors of the assessment for and as learning, whereas the assessment componen...
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The study aimed to measure the effect of digital pedagogical skills of mathematics teachers and their awareness on student learning performance. The cross-sectional survey design was used among 462 mathematics teachers in Nepal.... more
The study aimed to measure the effect of digital pedagogical skills of mathematics teachers and their awareness on student learning performance. The cross-sectional survey design was used among 462 mathematics teachers in Nepal. Structural equation modeling and machine learning were the main statistical techniques used in the study. The findings indicate that teachers’ digital pedagogical skills were significantly low in internet surfing, using communication tools, subject-related applications, and the development of audiovisual instructional materials. Internet surfing skills and collaboration tools are significant predictors of policy and ethical digital awareness.
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A meaningful engagement of learners is critical in the quality teaching and learning of mathematics at school level. Learner engagement has been an ongoing issue in mathematics classrooms in Nepal and elsewhere. In this context, this... more
A meaningful engagement of learners is critical in the quality teaching and learning of mathematics at school level. Learner engagement has been an ongoing issue in mathematics classrooms in Nepal and elsewhere. In this context, this study aimed to examine the level of engagement (behavioral, social, emotional, and cognitive activities) and their association with learning mathematics through the virtual mode of instruction during the pandemic. The cross-sectional online survey design was employed among 402 secondary-level mathematics teachers in Nepal. Descriptive statistics, correlation, and structural equation modeling were the major statistical techniques used in research. The findings indicate that the level of behavioral, social, emotional, and cognitive engagement of students was found to be high in the online mode of instruction. Additionally, cognitive engagement has significant highest impact on social, behavior, and emotional engagement.
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The study aimed to explore the problems of teachers in teaching mathematical contents through the online mode during COVID-19 in Nepal. A cross-sectional survey study was carried out among 415 mathematics teachers from basic school to the... more
The study aimed to explore the problems of teachers in teaching mathematical contents through the online mode during COVID-19 in Nepal. A cross-sectional survey study was carried out among 415 mathematics teachers from basic school to the university level. A self-constructed questionnaire was administered online, and the data were analyzed using the t-test, ANOVA, and the hierarchical multiple regression. The result shows that Algebra, Statistics, Vectors, Geometry, and Analysis are problematic areas for teachers teaching mathematics online. The institution types, ICT training status, and years of using the laptop by teachers at the secondary level were found to be the key factors determining the problem of mathematical content teaching during online instruction although the level of problems varied with respect to the teachers' age and experience at the university level.
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Online teaching became an alternative approach for the teacher to run the teaching-learning activities during the COVID-19 pandemic. In this context, this study aimed to identify the issues of mathematics teachers in teaching mathematics... more
Online teaching became an alternative approach for the teacher to run the teaching-learning activities during the COVID-19 pandemic. In this context, this study aimed to identify the issues of mathematics teachers in teaching mathematics through online mode during the pandemic where issues represented the problems and challenges. Altogether 415 mathematics teachers from different levels participated in this cross-sectional survey. A self-constructed tool consisting of six categories of problems as Skills and training related problems (STP), learner related problems (LRP), course management and evaluation related problems (CMERP), resource using skills and infrastructure related problems (RUSIP), teaching related problem (TRP), and support and collaboration related problem (SCP) was employed in the study. T-test, ANOVA, correlation, and multiple linear regression were the major statistical techniques used to analyze the data. The findings indicate that the technical skills and digita...
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Integrating ICT in mathematics instruction has been becoming the pertinent issue in Nepal. In this context, this paper explores the effect of GeoGebra embedded instruction in students learning, particularly in geometry at school level.... more
Integrating ICT in mathematics instruction has been becoming the pertinent issue in Nepal. In this context, this paper explores the effect of GeoGebra embedded instruction in students learning, particularly in geometry at school level. GeoGebra is the widely used open source software which can cover almost all areas of school mathematics. So, this paper will contribute the important research findings on whether the ICT integrated instruction plays effective roles in teaching and learning mathematics. Quasi experimental design was used to conduct the study. Two parallel sets of achievement test papers, observation note and interview schedule were used to collect the data from the respondents. The data obtained from test paper was analyzed using mean, standard deviation and t-test at 0.05 level of significance. Whereas the data obtained from interview and observation wasanalysed by using general inductive approach. The result of the study indicated that the achievement score of experi...
The purpose of this study is to explore the difficulties and misconceptions of secondary level students in learning limit of the function. In this study, which used mix-method design, regarding difficulties and misconceptions, a concept... more
The purpose of this study is to explore the difficulties and misconceptions of secondary level students in learning limit of the function. In this study, which used mix-method design, regarding difficulties and misconceptions, a concept test was used on 200 grade XII students of Kathmandu Metropolitan City of Nepal, and interviews were conducted on 12 purposively selected students from 200 students. The data obtained from the test was categorized as the category of the responses and interpreted using a percentage score. In addition to that, the data obtained from the interview was analyzed and interpreted by using a general qualitative approach. The finding of the study revealed that student’s difficulties in solving a limit problem have aroused because of the lack of conceptual clarity on the limit of the function. Similarly, the student has misconception on indeterminate and infinite, limiting and functional value of the function, and symbolic representation of infinity.
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This phenomenological study examined how girl students struggle in constructing their identity in mathematics learning. The concept given by Cobb and Hodge (2003) was used as a theoretical basis to explain the identity construction of... more
This phenomenological study examined how girl students struggle in constructing their identity in mathematics learning. The concept given by Cobb and Hodge (2003) was used as a theoretical basis to explain the identity construction of girls. In addition, the process of identity construction is critically examined through a feminist perspective. Three girl students studying mathematics in Master’s level were involved in in-depth interview. The data collected through interview were first transcribed, which was followed by thematic network analysis to make meaning from the information. The key finding was that students faced difficulties and struggle due to patriarchal system of society, false beliefs about mathematics and mathematics learning, and traditional and meritocratic system of teaching learning system.
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Self-efficacy belief of the teacher is widely accepted construct in the professional development of the teacher. In this context, I as a mathematics teacher interested to study the efficacy beliefs of mathematics teachers in Nepal, which... more
Self-efficacy belief of the teacher is widely accepted construct in the professional development of the teacher. In this context, I as a mathematics teacher interested to study the efficacy beliefs of mathematics teachers in Nepal, which is a major contributing factor for teaching mathematics effectively. In this research, I, specifically, focused on exploring the self-efficacy beliefs of mathematics teachers in three aspects: student engagement, instructional strategy, and classroom management and to analyze the different contributing factors in the development of efficacy beliefs by using explanatory sequential mixed-method research. I chose 214 mathematics teachers randomly from Kathmandu district for a survey and 15 mathematics teachers from 214 mathematics teachers who participated in survey purposively for interviews. Adjusted Teacher’s Self-Efficacy Scale containing 15-items were used for survey and semi-structured interview schedule for interview. Descriptive as well as infe...