Impact of digital skills of mathematics teachers to promote students’ communication behavior in the classroom

Dirgha Raj Joshi; Krishna Prasad Adhikari; Jeevan Khanal; Shashidhar Belbase

doi:10.30935/cedtech/13495

Dirgha Raj Joshi ¹, Krishna Prasad Adhikari ¹, Jeevan Khanal ², Shashidhar Belbase ³ ^*

More Detail

CONT ED TECHNOLOGY, Volume 15, Issue 4, Article No: ep454

https://doi.org/10.30935/cedtech/13495

Submitted: 08 April 2023, Published Online: 23 July 2023

OPEN ACCESS 2185 Views 1072 Downloads

Download Full Text (PDF)

Abstract

The purpose of this study was to measure the effect of classroom practices of using communication tools, collaboration skills, digital skills, and software skills of teachers on the communication behaviors of students during mathematics instruction. A cross-sectional online survey was conducted among 466 mathematics teachers in Nepal. The primary statistical techniques applied in the data analysis were mean, standard deviation, one-sample t-test, and structural equation modeling (SEM). The results showed that the level of skill transformations of mathematics teachers in digital skills was found to be significantly low. Moreover, practices of using communication tools, collaborative skills of teachers, digital skills enhancement of teachers, and software skills enhancement of teachers were found to be significant predictors of the communication behavior of students. The results of this study suggested that teachers’ technological empowerment is essential for developing digitally competent teachers who can transform the traditional mathematics classrooms into an online mode that is more constructive, collaborative, engaging, and supportive to the learners in a flexible and joyful learning environment. The study contributes to providing the knowledge of digital instructional skills of mathematics teachers to the communication behavior of the students. Moreover, the study gives an insight into using multi-group SEM in studying teachers’ technological skills on students’ learning of soft skills, such as communication behavior.

Keywords: collaboration, communication, communicative behavior, digital tools, mathematics teaching, transformation

References

Ajayi, A., Ayo, C. K., Olamide, O., & Amoo, E. O. (2019). Mobile learning and accounting students’ readiness in tertiary and professional institutions in Nigeria. Cogent Arts & Humanities, 6(1), 1-25. https://doi.org/10.1080/23311983.2019.1676570
Al Mahdawi, M., Senghore, S., Ambrin, H., & Belbase, S. (2021). High school students’ performance indicators in distance learning in chemistry during the COVID-19 pandemic. Education Sciences, 11(11), 672. https://doi.org/10.3390/educsci11110672
Al Tawil, R. (2019). Nonverbal communication in text-based, asynchronous online education. International Review of Research in Open and Distributed Learning, 20(1), 1-21. https://doi.org/10.19173/irrodl.v20i1.3705
Alabdulaziz, M. S. (2021). COVID-19 and the use of digital technology in mathematics education. Education and Information Technologies, 26(6), 7609-7633. https://doi.org/10.1007/s10639-021-10602-3
Alawamleh, M., Al-Twait, L. M., & Al-Saht, G. R .(2020). The effect of online learning on communication between instructors and students during COVID-19 pandemic. Asian Education and Development Studies, 11(2), 380-400. https://doi.org/10.1108/AEDS-06-2020-0131
Ally, M., & Prieto-Blazquez, J. (2014). What is the future of mobile learning in education? International Journal of Educational Technology in Higher Education, 11(1), 142-151. https://doi.org/10.7238/rusc.v11i1.2033
Andersen, R., & Rustad, M. (2022). Using Minecraft as an educational tool for supporting collaboration as a 21st-century skill. Computers and Education Open, 3, 100094. https://doi.org/10.1016/j.caeo.2022.100094
Aslam, M. Z., Barzani, S. H. H., Aslam, T., & Rasool, U. (2021). Teachers and students perceptions towards online ESL classrooms during COVID-19: An empirical study in North Cyprus. Journal of Asia TEFL, 18(4), 1423-431. https://doi.org/10.18823/asiatefl.2021.18.4.22.1423
Bansal, D., & Dhananjay, J. T. (2014). A study of students’ experiences of WhatsApp mobile learning. Global Journal of Human-Social Science Research, 14(4), 27-32. https://doi.org/10.1016/j.emj.2018.07.002
Belbase, S., Joshi, D. R., & Khanal, B. (2022). Teachers’ perceptions on effect of information and communication technologies (ICTs) on students’ mathematics learning in Nepal. International Journal for Technology in Mathematics Education, 29(3), 109-128.
Bentler, P. M., & Bonett, D. G. (1980). Significance tests and goodness of fit in the analysis of covariance structures. Psychological Bulletin, 88(3), 588-606. https://doi.org/10.1037/0033-2909.88.3.588
Bergdahl, N., Nouri, J., Fors, U., & Knutsson, O. (2019). Engagement, disengagement and performance when learning with technologies in upper secondary school. Computers & Education, 149, 103783. https://doi.org/10.1016/j.compedu.2019.103783
Biberman-Shalev, L., Broza, O., & Chamo, N. (2023). Contextual changes and shifts in pedagogical paradigms: Post-COVID-19 blended learning as a negotiation space in teacher Education. Education Sciences, 13(3), 275. https://doi.org/10.3390/educsci13030275
Bork-Hüffer, T., Kulcar, V., Brielmair, F., Markl, A., Immer, D. M., Juen, B., Walter, M. H., & Kaufmann, K. (2021). University students’ perception, evaluation, and spaces of distance learning during the COVID-19 Pandemic in Austria: What can we learn for post-pandemic educational futures? Sustainability, 13(14), 7595. https://doi.org/10.3390/su13147595
Bozkurt, A., Jung, I., Xiao, J., Vladimirschi, V., Schuwer, R., Egorov, G., Lambert, S. R., Al-Freih, M., Pete, J., Olcott Jr, D., Rodes, V., Aranciaga, I., Bali, M., Alvarez Jr, A. V., Roberts, J., Pazurek, A., Raffaghelli, J. E., Panagiotou, N., de Coetlogon, P., ..., & Paskevicius, M. (2020) A global outlook to the interruption of education due to COVID-19 pandemic: Navigating in a time of uncertainty and crisis. Asian Journal of Distance Education, 15(1), 1-126. https://doi.org/10.5281/zenodo.3878572
Breslow, L., Pritchard, D. E., DeBoer, J., Stump, G. S., Ho, A. D., & Seaton, D. T. (2013). Studying learning in the worldwide classroom: Research into edX’s first MOOC. Research & Practice in Assessment, 8, 13-25.
Brindley, J. E., Walti, C., & Blaschke, L. M. (2009). Creating effective collaborative learning groups in an online environment. International Review of Research in Open & Distance Learning, 10(3), 1-18. https://doi.org/10.19173/irrodl.v10i3.675
Byrne, B. M. (1989). A primer of LISREL: Basic applications and programming for confirmatory factor analytic models. Springer. https://doi.org/10.1007/978-1-4613-8885-2
Caena, F., & Redecker, C. (2019). Aligning teacher competence frameworks to 21st century challenges: The case for the European digital competence framework for educators. European Journal of Education Research, Development and Policy, 54, 356-369. https://doi.org/10.1111/ejed.12345
Chugh, R., & Ruhi, U. (2018). Social media in higher education: A literature review of Facebook. Education and Information Technologies, 23(2), 605-616. https://doi.org/10.1007/s10639-017-9621-2
Civelek, M. E. (2018). Essentials of structural equation modeling. Zea Books Lincoln. https://doi.org/10.13014/k2sj1hr5
Cohen, L., Manion, L., & Morrison, K. (2018). Research methods in education. Taylor & Francis. https://doi.org/10.4324/9781315456539
Curtis, P. (2009). Internet generation leave parents behind. The Guardian. https://tinyurl.com/y5yufmc7
D’Aquila, J. M., Wang, D., & Mattia, A. (2019). Are instructors generated YouTube videos effective in accounting classes? A study of student performance, engagement, motivation, and perception. Journal of Accounting Education, 47, 63-74. https://doi.org/10.1016/j.jaccedu.2019.02.002
Dillenbourg, P. (1999a). Introduction: What do you mean by collaborative learning? In P. Dillenbourg (Ed.), Collaborative learning: Cognitive and computational approaches (pp. 1-19). Pergamon.
Dillenbourg, P. (1999b). What do you mean by collaborative learning? In P. Dillenbourg (Ed.), Collaborative-learning: Cognitive and computational approaches (pp. 1-19). Elsevier.
Dore, L., Geragthy, A., & Riordan, G. O. (2015). Towards a national digital skills framework for Irish higher education. https://tinyurl.com/bdhx4yrr
Drijvers, P. (2015). Digital technology in mathematics education: Why it works (or doesn’t). In S. Cho (Eds.), Selected regular lectures from the 12^th international congress on mathematics education. Springer. https://doi.org/10.1007/978-3-319-17187-6_8
Fraillon, J., Ainley, J., Schulz, W., Friedman, T., & Duckworth, D. (2019). Preparing for life in a digital world: The IEA international computer and information literacy study 2018. International report. Springer. https://doi.org/10.1007/978-3-030-19389-8
Fricker, R. D. (2017). Sampling methods for online surveys. In J. Burger (Ed.), The SAGE handbook of online research methods (pp. 162-183). SAGE. https://doi.org/10.4135/9781473957992.n10
Gnawali, Y. P., Upadhayaya, P. R., Sharma, B., & Belbase, S. (2022). Access, efficiency, inconvenience, and scarcity as issues of online and distance learning in higher education. European Journal of Educational Research, 11(2), 1115-1131. https://doi.org/10.12973/eu-jer.11.2.1115
Government of Nepal. (2000). Information technology policy 2000. Government of Nepal. https://tinyurl.com/2p83wz5p
Green, A. J., Chang, W., Tanford, S., & Moll, L. (2015). Student perceptions towards using clickers and lecture software applications in hospitality lecture courses. Journal of Teaching in Travel and Tourism, 15(1), 29-47. https://doi.org/10.1080/15313220.2014.999738
Green, J. K., Burrow, M. S., & Carvalho, L. (2020). Designing for transition: Supporting teachers and students cope with emergency remote education. Postdigital Science Education, 2, 906-922. https://doi.org/10.1007/s42438-020-00185-6
Harper, B. (2018). Technology and teacher-student interactions: A review of empirical research. Journal of Research on Technology in Education, 50(3), 214-225. https://doi.org/10.1080/15391523.2018.1450690
Henderikx, M. A., Kreijns, K., & Kalz, M. (2017). Refining success and dropout in massive open online courses based on the intention-behavior gap. Distance Education, 38(3), 353-368. https://doi.org/10.1080/01587919.2017.1369006
Hietajärvi, L., Salmela-Aro, K., Tuominen, H., Hakkarainen, K., & Lonka, K. (2019). Beyond screen time: Multidimensionality of socio-digital participation and relations to academic well-being in three educational phases. Computers in Human Behavior, 93, 13-24. https://doi.org/10.1016/J.CHB.2018.11.049
Hillmayr, D., Ziernwald, L., Reinhold, F., Hofer, S. I., & Reiss, K. M. (2020). The potential of digital tools to enhance mathematics and science learning in secondary schools: A context-specific meta-analysis. Computers & Education, 153, 1-25. https://doi.org/10.1016/j.compedu.2020.103897
Holmes, A. F., & Rasmussen, S. J. (2018). Using Pinterest to stimulate student engagement, interest, and learning in managerial accounting courses. Journal of Accounting Education, 43(C), 43-56. https://doi.org/10.1016/j.jaccedu.2018.03.001
Hooper, D., Coughlan, J., & Mullen, M. R. (2008). Structural equation modeling: Guidelines for determining model fit. Electronic Journal of Business Research Methods, 6(1), 53-60.
Hu, L., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling, 6(1), 1-55. https://doi.org/10.1080/10705519909540118
Iqbal, S. A., Ashiq, M., Rehman, S. U., Rashid, S., & Tayyab, N. (2022). Students’ perceptions and experiences of online education in Pakistani Universities and higher education institutes during COVID-19. Education Sciences, 12(3), 166. https://doi.org/10.3390/educsci12030166
Izhar, N. A., Na, Y. M. A., & Na, K. S. (2021). Teaching in the time of COVID-19: The challenges faced by teachers in initiating online class sessions. International Journal of Academic Research in Business and Social Sciences, 11(2), 1294-1306. https://doi.org/10.6007/IJARBSS/v11-i2/9205
Joshi, D. R., Adhikari, K. P., Khanal, B., Khadka, J., & Belbase, S. (2022). Behavioral, cognitive, emotional and social engagement in mathematics learning during COVID-19 pandemic. PLOS One, 17(11). e0278052. https://doi.org/10.1371/journal.pone.0278052
Joshi, D. R., Khanal, B., & Belbase, S. (2022). Teachers’ perceptions towards student supports in using information and communication technology for mathematics learning. International Journal of Technologies in Learning, 29(2), 57-73. https://doi.org/10.18848/2327-0144/CGP/v29i02/57-73
Joshi, D. R., Khanal, B., Neupane, U., Singh, J. D., & Belbase, S. (2023). Impact of COVI-19 pandemic on academic activities of academicians in Nepal. Journal of Education. https://doi.org/10.1177/00220574231153183
Joshi, D. R., Neupane, U., & Joshi, P. R. (2021). Synthesis review of digital frameworks and DEPSWALIC Digital competency framework for teachers from basic to university level. Mathematics Teaching-Research Journal, 13(2), 108-136.
Jukes, I., McCain, T., & Crockett, L. (2010). Understanding the digital generation: Teaching and learning in the new digital landscape. SAGE.
Kassandrinou, A., Angelaki, C., & Mavroidis, I. (2014). Transactional distance among open university students. How does it affect the learning progress? European Journal of Open, Distance and E-Learning, 17(1), 26-42. https://doi.org/10.2478/eurodl-2014-0002
Khalil, R., Mansour, A. E., Fadda, W. A., Almisnid, K., Aldamegh, M., Al-Nafeesah, A., Alkhalifah, A., & Al-Wutayd, O. (2020). The sudden transition to synchronized online learning during the COVID-19 pandemic in Saudi Arabia: A qualitative study exploring medical students’ perspectives. BMC Medical Education, 20, 285. https://doi.org/10.1186/s12909-020-02208-z
Khanal, B., Joshi, D. R., Adhikari, K. P., Khadka, J., & Bishowkarma, A. (2022). Factors associated with the problems in teaching mathematics through online mode: A context of Nepal. International Journal of Education and Practice, 10(3), 237-254. https://doi.org/10.18488/61.v10i3.3097
Kline, R. B. (2016). Principles and practice of structural equation modeling. The Guilford Press.
König, J. Jäger-Biela, D. J., & Glutsch, N. (2020). Adapting to online teaching during COVID-19 school closure: Teacher education and teacher competence effects among early career teachers in Germany. European Journal of Teacher Education, 43(4), 608-622. https://doi.org/10.1080/02619768.2020.1809650
Lisbeth, A., Lisa, H., & Martin, S. (2019). Teacher educators’ use of digital tools and needs for digital competence in higher education. Journal of Digital Learning in Teacher Education, 35(4), 203-220. https://doi.org/10.1080/21532974.2019.1646169
MacCallum, R. C., Browne, M. W., & Sugawara, H. M. (1996). Power analysis and determination of sample size for covariance structure modeling. Psychological Methods, 1(2), 130-149. https://doi.org/10.1037/1082-989X.1.2.130
Means, B., Toyama, Y., Murphy, R., Bakia, M., & Jones, K. (2010). Evaluation of evidence-based practices in online learning: A meta-analysis and review of online learning studies. US Department of Education. https://tinyurl.com/2p8tuurn
Ministriy of Education. (2009). School sector reform plan 2009-2015. https://tinyurl.com/y64dst67
Ministry of Communication and Information Technology. (2019). 2019 digital Nepal framework. https://tinyurl.com/ynfrrpkn
Ministry of Education, Science and Technology. (2018). Education in figures 2017 (at a glance report). Government of Nepal, Ministry of Education, Science, and Technology. https://tinyurl.com/4rkf2592
Ministry of Education. (2016). School sector development plan 2016-2023. https://tinyurl.com/3t66e9r3
Nusair, K., & Hua, N. (2010). Comparative assessment of structural equation modeling and multiple regression research methodologies : E-commerce context. Tourism Management, 31(3), 314-324. https://doi.org/10.1016/j.tourman.2009.03.010
Omar, H. A., Ali, E. M., & Belbase, S. (2021). Graduate students’ experience and academic achievements with online learning during COVID-19 pandemic. Sustainability, 13(23), 13055. https://doi.org/10.3390/su132313055
Ottestad, G., Kelentric, M., & Guomundsdottir, G. B. (2014). Professional digital competence in teacher education. Nordic Journal of Digital Literacy, 9(4), 243-249. https://doi.org/10.18261/ISSN1891-943X-2014-04-02
Ozudogru, O. (2021). Problems faced in distance education during COVID-19 pandemic. Participatory Educational Research, 8(4), 321-333. https://doi.org/10.17275/per.21.92.8.4
Palloff, R. M., & Pratt, K. (2005). Collaborating online: Learning together in community. Jossey-Bass.
Park, J. H., & Choi, H. J. (2009). Factors influencing adult learners’ decision to drop out or persist in online learning. Journal of Educational Technology & Society, 12(4), 207-217.
Pettersson, F. (2018). On the issues of digital competence in educational contexts–a review of literature. Education and Information Technologies, 23(3), 1005-1021. https://doi.org/10.1007/s10639-017-9649-3
Prensky, M. (2001). Digital natives, digital immigrants. On the horizon, 9(5), 1-6. https://doi.org/10.1108/10748120110424816
Qiyun, W., & Huay, L. W. (2007). Comparing asynchronous online discussions and face-to-face discussions in a classroom setting. British Journal of Educational Technology, 38(2), 272-286. https://doi.org/10.1111/j.1467-8535.2006.00621.x
Raja, R., Ma, J., Zhang, M., Li, X. Y., Almutairi, N. S., & Almutairi, A. H. (2023). Social identity loss and reverse culture shock: Experiences of international students in China during the COVID-19 pandemic. Frontiers in psychology, 14, 994411. https://doi.org/10.3389/fpsyg.2023.994411
Sales, D., Cuevas-Cervero, A., & Gomez-Hernandez, J. A. (2020). Perspectives on the information and digital competence of social science students and faculty before and during lockdown due to COVID-19. Professional De La Information, 29(4), 1-20. https://doi.org/10.3145/epi.2020.jul.23
Santos, H., Batista, J., & Marques, R. P. (2019). A model to evaluate the use of communication technologies in the communication between students and teachers in higher education. In Proceedings of the 11^th International Conference on Education and New Learning Technologies (pp. 4209-4216). https://doi.org/10.21125/edulearn.2019.1066
Sarker, B., & Chakraborty, S. (2021). Structural equation modeling-based performance estimation and parametric analysis of wire electrical discharge machining processes. Sadhana-Academy Proceedings in Engineering Sciences, 46(1), 1-14. https://doi.org/10.1007/s12046-020-01546-4
Schonlau, M., Fricker, R. D., & Elliott, M. N. (2002). Conducting research surveys via email and the web. RAND. https://www.rand.org/pubs/monograph_reports/MR1480.html
Selvaraj, A. Radhin, B., Nithin K. A., Benson, N., & Mathew, A. J. (2021). Effect of pandemic based online education on teaching and learning system. International Journal of Educational Development, 85, 102444. https://doi.org/10.1016/j.ijedudev.2021.102444
Shakya, S., Sharma, G., & Thapa, K. B. (2018). State education system with e-learning in Nepal: Impact and challenges. Journal of the Institute of Engineering, 13(1), 10-19. https://doi.org/10.3126/jie.v13i1.20344
Sharma, G., & Bhatta, M. P. (2018). Implementing e-learning in far western region of Nepal. Advances in Computer Sciences, 1(3), 1-11. https://doi.org/10.31021/acs.20181111
St-Onge, C., Ouellet, K., Lakhal, S., Dubé, T., & Marceau, M. (2022). COVID-19 as the tipping point for integrating e-assessment in higher education practices. British Journal of Educational Technology, 53(2), 349-366. https://doi.org/10.1111/bjet.13169
Sukthankar, G., Sycara, K., Giampapa, J. A., & Burnett, C. (2009). Communications for agent-based human team support. In V. Dignum (Ed.), Handbook of research on multi-agent systems: Semantics and dynamics of organizational models (pp. 285-313). IGI Global. https://doi.org/10.4018/978-1-60566-256-5.ch012
Swan, K. (2002). Building learning communities in online courses: The importance of interaction. Education, Communication & Information, 2(1), 23-49. https://doi.org/10.1080/1463631022000005016
Turnbull, D., Chugh, R. & Luck, J. (2021). Transitioning to e-learning during the COVID-19 pandemic: How have higher education institutions responded to the challenge? Education and Information Technologies, 26, 6401-6419. https://doi.org/10.1007/s10639-021-10633-w
UNESCO. (2002). Open and distance learning: Trends, policy and strategy consideration. UNESCO.
UNESCO. (2008). ICT competency standards for teachers. UNESCO.
UNESCO. (2016). Developing and implementing competency-based ICT training for teachers: A case study. UNESCO.
Upadhayaya, P. R., Sharma, B., Gnawali, Y. P., & Belbase, S. (2021). Factors influencing graduate students’ perceptions of online and distance learning in Nepal. Turkish Online Journal of Distance Education, 22(3), 236-269. https://doi.org/10.17718/tojde.961844
van Dijk, J. (2005). The deepening divide? Inequality in the information society. SAGE. https://doi.org/10.4135/9781452229812
Voivonta, T., & Avraamidou, L. (2018). Facebook: A potentially valuable educational tool? Educational Media International, 55(1), 34-48. https://doi.org/10.1080/09523987.2018.1439708
Wang, L. (2023). Starting university during the pandemic: First-year international students’ complex transitions under online and hybrid-learning conditions. Frontiers in Psychology, 14, 1111332. https://doi.org/10.3389/fpsyg.2023.1111332
World Bank. (2021). Urgent, effect action required to quell the impact of COVID-19 on education worldwide. https://tinyurl.com/pw8tfw9p
Yao, M. Z., & Ling, R. (2020). “What is computer-mediated communication?”–An introduction to the special issue. Journal of Computer-Mediated Communication, 25(1), 4-8. https://doi.org/10.1093/jcmc/zmz027
Zarzycka, E., Krasodomska, J., Mazurczak-Mąka, A., Turek-Radwan, M., & Jin, H. (2021). Distance learning during the COVID-19 pandemic: Students’ communication and collaboration and the role of social media. Cogent Arts & Humanities, 8(1). https://doi.org/10.1080/23311983.2021.1953228

Citation

Joshi, D. R., Adhikari, K. P., Khanal, J., & Belbase, S. (2023). Impact of digital skills of mathematics teachers to promote students’ communication behavior in the classroom. Contemporary Educational Technology, 15(4), ep454. https://doi.org/10.30935/cedtech/13495

Joshi, D. R., Adhikari, K. P., Khanal, J., and Belbase, S. (2023). Impact of digital skills of mathematics teachers to promote students’ communication behavior in the classroom. Contemporary Educational Technology, 15(4), ep454. https://doi.org/10.30935/cedtech/13495

Joshi DR, Adhikari KP, Khanal J, Belbase S. Impact of digital skills of mathematics teachers to promote students’ communication behavior in the classroom. CONT ED TECHNOLOGY. 2023;15(4), ep454. https://doi.org/10.30935/cedtech/13495

Joshi, Dirgha Raj, Krishna Prasad Adhikari, Jeevan Khanal, and Shashidhar Belbase. "Impact of digital skills of mathematics teachers to promote students’ communication behavior in the classroom". Contemporary Educational Technology 2023 15 no. 4 (2023): ep454. https://doi.org/10.30935/cedtech/13495

Joshi, Dirgha Raj et al. "Impact of digital skills of mathematics teachers to promote students’ communication behavior in the classroom". Contemporary Educational Technology, vol. 15, no. 4, 2023, ep454. https://doi.org/10.30935/cedtech/13495

Joshi DR, Adhikari KP, Khanal J, Belbase S. Impact of digital skills of mathematics teachers to promote students’ communication behavior in the classroom. CONT ED TECHNOLOGY. 2023;15(4):ep454. https://doi.org/10.30935/cedtech/13495