Covid 19 Impact on Teaching and Learning Mathematics and Statistics
In the past 2 years, academic institutions have made the transition to online learning because of the COVID-19 pandemic. The pandemic has caused schools and universities to shut down worldwide; over 1.2 billion students have moved out of the classroom and onto learning devices, they can access from home. At present, there has been research conducted on the positives and negatives of online learning; however, less research is done on the online learning and teaching perspectives of teachers and students in mathematics and statistics. In this case study conducted at the American University of Sharjah (AUS), we investigated changes that happened by the transition to online teaching and learning. In this paper, we present insight from professors' points of view and the student's points of view through the subjects of statistics and mathematics, about the transition to online learning and teaching. Using different hypothesis tests for one and two sample proportions, different t-tests, and ANOVA, we obtained statistically significant results; specifically, how the transition to the online approach has impacted performance, learning, and teaching. We are presenting results from interviews of all mathematics/statistics professors in the Mathematics department at AUS and survey results obtained from students currently enrolled in four randomly selected mathematics/statistics classes at the AUS. The results show us how the transition to online class settings has hindered professors’ teaching and students’ performance and learning. The results of this study will demonstrate the impact of the transition to online class settings on professors’ teaching and students’ performance and learning, enhancing our understanding of the impact of COVID-19 in educational settings.
Keywords - Covid19, Online Teaching, Transition to Online Teaching