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

Autor/inn/en	Khadka, Jiban; Joshi, Dirgha Raj; Adhikari, Krishna Prasad; Khanal, Bishnu
Titel	Teachers' Humanistic Role in Teaching Mathematics Online during the COVID-19 Pandemic in Nepal
Quelle	In: International Journal of Distance Education Technologies, 21 (2023) 1, (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Khadka, Jiban) ORCID (Joshi, Dirgha Raj) ORCID (Adhikari, Krishna Prasad) ORCID (Khanal, Bishnu)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1539-3100
Schlagwörter	Foreign Countries; Teacher Role; Online Courses; COVID-19; Pandemics; Access to Computers; Internet; Instructional Program Divisions; Humanism; Equal Education; Teacher Behavior; Teacher Attitudes; Predictor Variables; Mathematics Achievement; Freedom; Integrity; Mathematics Instruction; Elementary Secondary Education; Postsecondary Education; Educational Technology; Nepal + Suchen Sie Ihr Suchwort? Ausland; Lehrerrolle; Online course; Online-Kurs; Humanismus; Teacher behaviour; Lehrerverhalten; Prädiktor; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Freiheit; Integrität; Mathematics lessons; Mathematikunterricht; Post-secondary education; Tertiäre Bildung; Unterrichtsmedien
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01