- Kathmandu Nepal
- +9779868039470
Dr. Dirgha joshi
Tribhuvan University, Nepal, Mathematics Education, Faculty Member
- Dr. Dirgha Raj Joshi is a faculty of Mahendra Ratna Campus Tahachal, Tribhuvan University Nepal. I completed my Ph.D.... moreDr. Dirgha Raj Joshi is a faculty of Mahendra Ratna Campus Tahachal, Tribhuvan University Nepal. I completed my Ph.D. in Education from Banaras Hindu University India and earned M.Ed. in Mathematics Education from Tribhuvan University. My research interest includes Educational Technology, ICT in Education, applied mathematics, quantitative research, structural equation modeling, machine learning, and other issues related to digital pedagogy. I have been working as a facilitator in digital pedagogy, mathematics teaching-related software and application, quantitative data analysis tools (SPSS, JASP), Structural Equation Modeling (AMOS), referencing tools (Mendeley, Zotero, EndNote), qualitative data analysis tools (Atlas.ti), academic/scientific writing and other teaching-learning-related software and applications.edit
The aim of the research was to examine different complications of learning mathematics online and their effects on students' academic performances. A crosssectional survey design was employed among 2311 students from the school to... more
The aim of the research was to examine different complications of learning mathematics online and their effects on students' academic performances. A crosssectional survey design was employed among 2311 students from the school to university levels in Nepal. Hierarchical linear regression and machine learning were major statistical techniques used in the research. The findings indicated that access to and cost of digital devices, training on digital skills, assignment submission skills, digital literacy, and a separate study room at home were major complications for students in learning mathematics online. Additionally, these complications to learning mathematics online negatively affect students' academic performance. This research gives new insights into the complications of online learning and its effect on learners' performance in mathematics as well.
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University students' engagement in online activities can impact both internet addiction and academic performance. This research aims to investigate these effects among university students. Using data from the "China College Students... more
University students' engagement in online activities can impact both internet addiction and academic performance. This research aims to investigate these effects among university students. Using data from the "China College Students Longitudinal Survey" conducted by the Chinese Academy of Social Sciences between 2013 and 2018, this study examines the influence of university students' engagement in online activities. With a sample size of 15,102 university students, we explored the relationship between online activity, internet addiction, and academic performance. Employing stratified random sampling, the study investigates sample characteristics, including gender, study level, time spent online, and experiences accessing websites. Academic performance is assessed through six categories, employing descriptive and inferential statistics such as t-tests, ANOVA, stepwise linear regression, and path analysis. The findings indicate significantly high levels of university students' engagement in online activities, accompanied by a high prevalence of internet addiction. Key factors determining university students' engagement, internet addiction, and academic performance include gender, study level, time spent online, and experiences accessing websites beyond the Great Firewall. The study establishes a complex relationship, revealing negative effects of specific online engagements on internet addiction, while the latter influences university students' engagement. Overall, this research contributes valuable insights into the intricate interplay between online behaviors, addiction, and academic performance among Chinese university students, with implications for educational policies and interventions.
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This study aims to assess the status of distributed leadership (DL) in Nepali schools and examines its effect on school performance (educational environment and achievement). Survey research was conducted among 750 teachers from 51... more
This study aims to assess the status of distributed leadership (DL) in Nepali schools and examines its effect on school performance (educational environment and achievement). Survey research was conducted among 750 teachers from 51 schools across the country. A five-point Likert scale survey questionnaire was developed to assess four components of DL (supportive, supervisory, coherent team leadership, and parents and community partnership roles). The findings indicate that the level of perception toward DL was significantly high; where female teachers, teachers of private schools, and schools of urban areas (contexts of school leadership) rated their school leaders at a higher level of DL. Further, the types of school (private schools with reference to public schools) was a significant factor in explaining the educational environment and achievement. Regarding the four elements of distributed leadership, the school leaders with a good educational environment were more likely to exhibit DL with the supportive, coherent team leadership and parents-community partnership roles, whereas two elements, namely, supportive and coherent team leadership, were significant for educational achievement as compared to the schools with normal or improvement needed schools. The supervisory role of school leaders was insignificant and is to be considered for further improvement of the schools.
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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... more
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 comp...
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Technological tools such as computers and the internet were used to continue education and student assessment in mathematics during the COVID-19 pandemic in Nepal. This study examined integrating digital resources in teaching, learning,... more
Technological tools such as computers and the internet were used to continue education and student assessment in mathematics during the COVID-19 pandemic in Nepal. This study examined integrating digital resources in teaching, learning, and assessment practices among 456 digitally literate mathematics teachers in secondary schools in Nepal, administering an online questionnaire in Google Forms. The structural equation modeling and mean decrease in accuracy plots were the primary statistical tools used in the data analysis. Findings indicated that the use of digital resources in mathematics teaching in online classes was high during the pandemic in Nepal. The results showed that sharing and integrating digital resources in mathematics instruction significantly affects student assessment, whereas developing and sharing digital resources impacted the integration of such resources in student assessment.
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The aim of the research was to find the effect of the problems of mathematics teachers in teaching mathematics online on instructing mathematical content. A cross-sectional online survey design was employed among 258 secondary-level... more
The aim of the research was to find the effect of the problems of mathematics teachers in teaching mathematics online on instructing mathematical content. A cross-sectional online survey design was employed among 258 secondary-level mathematics teachers in Nepal. ADD Path analysis model under structural equation modeling was the major statistical technique used in the research. The finding indicates that the problems of mathematics teachers in internet surfing, class control, interest in online courses, and digital content development are major contributing factors to instructing mathematical content online.
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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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This qualitative study explores the implementation and adoption process of the use of digital devices and tools in teaching and learning before, during, and after the COVID-19 pandemic in Nepal. Using Rogers’ diffusion of innovation... more
This qualitative study explores the implementation and adoption process of the use of digital devices and tools in teaching and learning before, during, and after the COVID-19 pandemic in Nepal. Using Rogers’ diffusion of innovation theory as a framework, the study examines the adoption and adaptation of digital devices by in-service secondary mathematics teachers (n = 62) and the teachers’ perceptions of and preferences for instructional modalities. The findings suggest that, despite the increased reliance on digital devices during the pandemic, there is a lower likelihood of them being used in face-to-face classrooms in developing countries, such as Nepal. The adoption of online learning had not yet reached the adoption stage, even after the onset of the COVID-19 pandemic. Prior to the pandemic, online learning was not widely adopted by teachers in developing countries societies. The study also provides important insights into the challenges of and opportunities provided by using ...
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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 demands for virtual learning have exponentially increased because of the COVID-19 pandemic. The aim of the research was to explore learners' expectations towards virtual learning and its effect on mathematics achievement. A total of... more
The demands for virtual learning have exponentially increased because of the COVID-19 pandemic. The aim of the research was to explore learners' expectations towards virtual learning and its effect on mathematics achievement. A total of 2,350 students from basic to university levels in Nepal participated in the cross-sectional survey. T-test, ANOVA, and SEM were employed for data analysis. The findings indicate that the expectation of learners towards virtual learning from the government, educational institutions, teachers, and parents found to be significantly high. Parents' level of education, gender, and the types of educational institutions are key predictors of the expectation of learners. Expectations of learners towards virtual learning from government, institutions, and parents have negative and expectations from teachers have a positive effect on mathematics performance.
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Pedagogical skills are fundamental requirements for all teachers for the pedagogical shift in day-today teaching and learning activities. Therefore, the digital pedagogical skills training was organized for enhancing the pedagogical skill... more
Pedagogical skills are fundamental requirements for all teachers for the pedagogical shift in day-today teaching and learning activities. Therefore, the digital pedagogical skills training was organized for enhancing the pedagogical skill of the teachers. The aim of this research was to find the effect of that virtual training on the digital pedagogical skills provided to teachers. The quasi-experimental research design was employed among 44 school teachers in Karnali Province. Mean, standard deviation, t-test, ANOVA, and linear regression were major statistical techniques used in the research. The finding indicates that the intervention was highly effective to enhance the digital pedagogical skills of the teachers in remote areas. Gender, qualification, and teaching level are contributing factors to determine the digital pedagogical skills of teachers. The training was found to be more effective in the use of writing tools, email, file sharing, internet surfing, subject-related mobile applications and online resources, and video conferencing tools.
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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... more
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.
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This qualitative study explores the implementation and adoption process of the use of digital devices and tools in teaching and learning before, during, and after the COVID-19 pandemic in Nepal. Using Rogers’ diffusion of innovation... more
This qualitative study explores the implementation and adoption process of the use of digital devices and tools in teaching and learning before, during, and after the COVID-19 pandemic in Nepal. Using Rogers’ diffusion of innovation theory as a framework, the study examines the adoption and adaptation of digital devices by in-service secondary mathematics teachers (n = 62) and the teachers’ perceptions of and preferences for instructional modalities. The findings suggest that, despite the increased reliance on digital devices during the pandemic, there is a lower likelihood of them being used in face-to-face classrooms in developing countries, such as Nepal. The adoption of online learning had not yet reached the adoption stage, even after the onset of the COVID-19 pandemic. Prior to the pandemic, online learning was not widely adopted by teachers in developing countries societies. The study also provides important insights into the challenges of and opportunities provided by using ...
Research Interests:
The aim of the research was to measure the effect of mathematics teachers’ problems in teaching equation and figure, drawing symbols, and use of software on the problems of mathematical content instruction online with respect to... more
The aim of the research was to measure the effect of mathematics teachers’ problems in teaching equation and figure, drawing symbols, and use of software on the problems of mathematical content instruction online with respect to educational background and ICT training status. The cross-sectional online survey design was used among 258 secondary level mathematics teachers of Nepal. The path analysis technique was used to analysis the data. The finding of the research shows that the problems in using software and drawing figures are main predictors to the problems in instructing mathematical content with respect to non-educational background and untrained in ICT teachers. Whereas the problems in drawing symbols and teaching equations are main predictors in mathematical content instruction with respect to educational background and trained in ICT teachers.
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Technological tools such as computers and the internet were used to continue education and student assessment in mathematics during the COVID-19 pandemic in Nepal. This study examined integrating digital resources in teaching, learning,... more
Technological tools such as computers and the internet were used to continue education and student assessment in mathematics during the COVID-19 pandemic in Nepal. This study examined integrating digital resources in teaching, learning, and assessment practices among 456 digitally literate mathematics teachers in secondary schools in Nepal, administering an online questionnaire in Google Forms. The structural equation modeling and mean decrease in accuracy plots were the primary statistical tools used in the data analysis. Findings indicated that the use of digital resources in mathematics teaching in online classes was high during the pandemic in Nepal. The results showed that sharing and integrating digital resources in mathematics instruction significantly affects student assessment, whereas developing and sharing digital resources impacted the integration of such resources in student assessment.
Research Interests:
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... 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 predictors in the achievement of mathematics.
Research Interests:
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... 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 component is a significant predictor of the assessment of learning.
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The aim of the research was to measure the effect of mathematics teachers' problems in teaching equation and figure, drawing symbols, and use of software on the problems of mathematical content instruction online with respect to... more
The aim of the research was to measure the effect of mathematics teachers' problems in teaching equation and figure, drawing symbols, and use of software on the problems of mathematical content instruction online with respect to educational background and ICT training status. The cross-sectional online survey design was used among 258 secondary level mathematics teachers of Nepal. The path analysis technique was used to analysis the data. The finding of the research shows that the problems in using software and drawing figures are main predictors to the problems in instructing mathematical content with respect to non-educational background and untrained in ICT teachers. Whereas the problems in drawing symbols and teaching equations are main predictors in mathematical content instruction with respect to educational background and trained in ICT teachers. …………………………………………………………………………………….
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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 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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Background: Digital devices such as computers, laptops, television (TV) and mobile phones were originally designed to support human beings’ daily activities; however, they may produce several limitations as well as benefits. The main... more
Background: Digital devices such as computers, laptops, television (TV) and mobile phones were originally designed to support human beings’ daily activities; however, they may produce several limitations as well as benefits. The main concern of the study was how the utilization of digital devices like laptops, computers and TVs affect the mental health of Nepal’s university students and what are the self-care practices utilized to manage problems? Method: 326 MPhil scholars of Nepal Open University (NOU) participated in this cross-sectional study. Digital devices pattern of use (i.e., TV, laptop and computer), mental health problems, and self-care practices among university students were assessed through a semi-structured questionnaire. Chi-square test and binary logistic regression were major statistical techniques used in the research. Results: The study’s researchers found the following mental health problems: depression (21.5%), loneliness (39.9%), anxiety (30.7%), and a loss of...
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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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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.
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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Contribution/Originality: The study contributes to providing a new perspective on the problems of mathematics teachers at the school to university levels in teaching mathematics online. It highlights problems related to teaching,... more
Contribution/Originality: The study contributes to providing a new perspective on the problems of mathematics teachers at the school to university levels in teaching mathematics online. It highlights problems related to teaching, learning, skills development, training, course management, evaluation, infrastructure, support, and collaboration faced by mathematics teachers in online instruction. 1. INTRODUCTION After the outbreak of COVID-19, educational institutions shifted teaching and learning activities from physical to online mode globally. Teaching through online mode and developing digital material for online teaching and learning activities became a mandatory task for the teachers due to the COVID-19 pandemic. This situation created both opportunities and challenges in education sector. A meta-analysis of Basnet, Basnet, and Bhattarai (2021) summarized that this pandemic situation offered an opportunity to shift to online learning, webinars, podcasts, and
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This study examined mathematics teachers’ perceptions toward support for their students’ use of information and communication technology (ICT) for mathematics learning. An online questionnaire was constructed and administered among 410... more
This study examined mathematics teachers’ perceptions toward support for their students’ use of information and communication technology (ICT) for mathematics learning. An online questionnaire was constructed and administered among 410 mathematics teachers in Nepal, from primary to university levels. The data were analyzed with factor analysis and computation of composite scale variables, normality test, non-parametric tests of Mann Whitney U, Kruskal Wallis H tests, and a Generalized Linear Model Gamma function of power two. The findings indicated that teachers had a high perception of support for students using ICT for learning mathematics in terms of encouragement and adaptation to tools. The teachers’ perceptions of encouragement to students in using and adapting to ICT were statistically significantly different between teachers with computers or laptops in their classrooms and those who did not have them, teachers who had projectors in their classrooms and those who did not have them, and the types of schools they were teaching in (e.g., government schools vs. private schools). The results of the Generalized Linear Model (GLM) model with the Gamma function of power two showed that the teaching experience, facility of a multimedia projector in the classroom, and school type (government school) might predict teachers’ encouragement in using ICT tools and having access to the internet and projectors in their classrooms, and school type, in particular, might predict teachers’ support in the adaption of ICT tools for mathematics learning.
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The aim of the research was to study the status of challenges in teaching mathematics online during pandemics and the factors associated with challenges. The study was based on a cross-sectional online survey and 442 mathematics teachers... more
The aim of the research was to study the status of challenges in teaching mathematics online during pandemics and the factors associated with challenges. The study was based on a cross-sectional online survey and 442 mathematics teachers of school level have participated in this research. Mann Whitney and Kruskal Wallis tests were employed to find the significant result and path analysis was used to calculate the effect of socio-demographic characteristics on the challenges in teaching mathematics online. The results indicate that the level of challenges in teaching mathematics online was found to be significantly high. The relationship between the challenges found to be positively significant and the qualification, time of taking online classes, teaching level, and tools used for taking the online class are significant factors to determine the challenges in teaching mathematics online.
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The problems of mathematics teachers to using ICT in mathematics teaching represent the infrastructure and resources, skills and training, and policy-related problems. The aim of the study was to find the effect of the problems of using... more
The problems of mathematics teachers to using ICT in mathematics teaching represent the infrastructure and resources, skills and training, and policy-related problems. The aim of the study was to find the effect of the problems of using ICT on the purposes of its usage in mathematics teaching among mathematics teachers of secondary level. 342 mathematics teachers from secondary schools of Kathmandu, Kailali, and Kanchanpur were selected purposively and data was analyzed by Structural Equation Modeling (SEM). The finding indicates that the mathematics teachers of Nepal were facing several problems related to infrastructure and resources, skills and training, and policy. The problems of using ICT in mathematics teaching have no effect on the purpose of using ICT in mathematics teaching however the purposes of using ICT in teaching and learning and documentation and internet surfing had significant contribution to determine alternative dimensions.
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Learner-centered instruction is very important concept in virtual and face-to-face classes for enhancing academic performance of students. This research aims to study the status of learner-centered instructions followed by the teachers in... more
Learner-centered instruction is very important concept in virtual and face-to-face classes for enhancing academic performance of students. This research aims to study the status of learner-centered instructions followed by the teachers in online classes during the pandemic and its effectiveness on the mathematics achievement of the learners. The cross-sectional survey design was used by taking 2273 students by convenient sampling from basic to university level of Nepal. The t-test, ANOVA, correlation, and regression techniques were used to analyze the data. The finding of the study indicates that the learning-centered role of teachers was found to be high in mathematics teaching during the pandemic situation in Nepal however teachers are not habituated to give extra time in learning difficulties whereas the problem solving and creative role of teachers were found better as compared to other. Types of the institutions, teaching level, access to the internet, and having tablet are the determinants for the learner-centered instruction in teaching whereas availability of laptop and computer, types of institutions, and access to the internet have significant roles to determine the mathematics achievement. The findings of this research suggest that practice of learner-centered instruction would be useful and beneficial for the learners in online classes.
Learner-centered instruction is very important concept in virtual and face-to-face classes for enhancing academic performance of students. This research aims to study the status of learner-centered instructions followed by the teachers in... more
Learner-centered instruction is very important concept in virtual and face-to-face classes for enhancing academic performance of students. This research aims to study the status of learner-centered instructions followed by the teachers in online classes during the pandemic and its effectiveness on the mathematics achievement of the learners. The cross-sectional survey design was used by taking 2273 students by convenient sampling from basic to university level of Nepal. The t-test, ANOVA, correlation, and regression techniques were used to analyze the data. The finding of the study indicates that the learning-centered role of teachers was found to be high in mathematics teaching during the pandemic situation in Nepal however teachers are not habituated to give extra time in learning difficulties whereas the problem solving and creative role of teachers were found better as compared to other. Types of the institutions, teaching level, access to the internet, and having tablet are the determinants for the learner-centered instruction in teaching whereas availability of laptop and computer, types of institutions, and access to the internet have significant roles to determine the mathematics achievement. The findings of this research suggest that practice of learner-centered instruction would be useful and beneficial for the learners in online classes.
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Digital awareness is necessary for mathematics teachers to use digital technologies, including ethical, cultural, leadership, and policy awareness in this 21 century. This study aimed to examine the interrelation of digital awareness of... more
Digital awareness is necessary for mathematics teachers to use digital technologies, including ethical, cultural, leadership, and policy awareness in this 21 century. This study aimed to examine the interrelation of digital awareness of mathematics teachers with students' achievement at schools to higher education levels in Nepal. An online survey was conducted among 399 mathematics teachers of Nepal and Mann-Whitney, Kruskal-Wallis, and multilevel linear regression were major statistical techniques used in the study. The findings indicated that most of the participants had digital devices, and the level of digital awareness was found to be high. The types of institution and teaching level were major contributing factors to determine the digital awareness, and developing and sharing cultural consequences are the main predictors of learners' achievement.
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Abstract: GeoGebra is a dynamic geometric software developed for the support of mathematics teaching. The aim of this research was to study the effect of GeoGebra on mathematics achievement in relation to the linear equations and explore... more
Abstract: GeoGebra is a dynamic geometric software developed for the support of mathematics teaching. The aim of this research was to study the effect of GeoGebra on mathematics achievement in relation to the linear equations and explore the perception of students towards the use of GeoGebra in teaching mathematics. Forty students were participating in this quasiexperimental study in which one group was assigned as experimental and another as control group. Data were collected by using self-constructed tools and analyzed by using percentage, mean, standard deviation and t-test as well as effect size was calculated. The result from the study revealed that the achievement of GeoGebra instructed students was significantly higher than the control group. Additionally, level of perceptions of experimental group students found to be high towards the use of GeoGebra. Hence teachers should use this software while they instruct graph of linear equations in their lessons and curriculum develop...
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This study aimed to investigate ICT competency of mathematics teachers at secondary schools of Nepal. A cross-sectional survey design was deployed among 336 secondary school teachers of Nepal. The data was analyzed by Mann Whitney U,... more
This study aimed to investigate ICT competency of mathematics teachers at secondary schools of Nepal. A cross-sectional survey design was deployed among 336 secondary school teachers of Nepal. The data was analyzed by Mann Whitney U, Kruskal Wallis H, and multiple linear regression. Result showed that teachers’ ICT competency level was found to be proficient in the fundamental concept of computers and the use of Internet. In contrast, it was found to be developing-level in software and hardware. Statistically significant results were found in competencies with respect to age, type of school, culture, and district. Additionally, own laptop, Internet use, work experience, knowledge of software and hardware were significant predictors for ICT competency of teachers. The overall findings clarify that ICT enhancement programs are needed for mathematics teachers at secondary schools in Nepal.
The standing of mathematics teachers on the use of digital resources represents the mathematics teaching-related of online resources, mobile applications, and software. The study focused on how mathematics teachers are using digital... more
The standing of mathematics teachers on the use of digital resources represents the mathematics teaching-related of online resources, mobile applications, and software. The study focused on how mathematics teachers are using digital resources in their classroom practices. The study was carried out among 147 mathematics teachers in Kathmandu Nepal. The finding indicates that digital resources using the level of mathematics teachers were found low. The teaching experience is a contributing factor to the use of online resources whereas teaching level and qualifications are contributing factors of using the software. The finding suggested all stakeholders bargain away out towards the regular and effective application of digital resources in the classroom practice and digital capacity enhancement of teachers.
Background: Digital devices such as computers, laptops, television (TV) and mobile phones were originally designed to support human beings' daily activities; however, they may produce several limitations as well as benefits. The main... more
Background: Digital devices such as computers, laptops, television (TV) and mobile phones were originally designed to support human beings' daily activities; however, they may produce several limitations as well as benefits. The main concern of the study was how the utilization of digital devices like laptops, computers and TVs affect the mental health of Nepal's university students and what are the self-care practices utilized to manage problems? Method: 326 MPhil scholars of Nepal Open University (NOU) participated in this cross-sectional study. Digital devices pattern of use (i.e., TV, laptop and computer), mental health problems, and self-care practices among university students were assessed through a semi-structured questionnaire. Chi-square test and binary logistic regression were major statistical techniques used in the research. Results: The study's researchers found the following mental health problems: depression (21.5%), loneliness (39.9%), anxiety (30.7%), and a loss of the sense of control (47.5%). Significant associations were found between sitting position with loneliness, age and anxiety and the daily use of computer with sense of control, loneliness, and anxiety. Additionally, computer use two to three times a week, laptop use in the evening and sitting on a chair or stool when using digital devices, stood as the main predictors respectively of the sense of control, loneliness, and depression. Few participants with mental health problems used medicine and meditation for self-care. Conclusion: The use of digital devices was associated with mental health problems. Patterns of using computers and the preferred time to use laptops were major contributing factors for one's sense of control and loneliness, respectively. Therefore, an awareness programme concerning the use of digital devices and their effects on mental health should be communicated among university students.
Research Interests:
Digital pedagogical skills are essential for teachers dedicated to the ethical and effective use of digital resources in blended learning, artificial learning, teaching, communication, collaboration, evaluation, and problem-solving in the... more
Digital pedagogical skills are essential for teachers dedicated to the ethical and effective use of digital resources in blended learning, artificial learning, teaching, communication, collaboration, evaluation, and problem-solving in the era of digitalization. A variety of competency frameworks have been developed for teachers and learners by incorporating several components to accomplish the academic demand for learning and professional development. However, many of them do not address a wide range of resources, tools, and skills. The main objective of this research was to develop an inter-level digital competency framework for mathematics teachers from the school to the university level. DEPSWALIC Digital Competency Framework for Teachers has developed based on the literature and the necessary digital skills of teachers to complete their all activities digitally. The framework suggests that the teachers should have twenty-seven sub-skills under six keys skills (1) writing and presentation tools, (2) internet surfing and communication tools, (3) course management and evaluation tools, (4) learning and sharing tools, (5) related applications and (6) audio and visual documents development tools. Also, framework suggested that the teachers should be sensitive and careful on policy and ethical values in the use of such resources in professional activities. Additionally, skills of LMS, audio and video development tools, subject related online resources, software, and mobile applications skills for making digital games, creation of personal blocks, digital library, and result analysis related skills and resources are new attractions of this framework.
Research Interests:
This study aimed to investigate ICT competency of mathematics teachers at secondary schools of Nepal. A cross-sectional survey design was deployed among 336 secondary school teachers of Nepal. The data was analyzed by Mann Whitney U,... more
This study aimed to investigate ICT competency of mathematics teachers at secondary schools of Nepal. A cross-sectional survey design was deployed among 336 secondary school teachers of Nepal. The data was analyzed by Mann Whitney U, Kruskal Wallis H, and multiple linear regression. Result showed that teachers' ICT competency level was found to be proficient in the fundamental concept of computers and the use of Internet. In contrast, it was found to be developing-level in software and hardware. Statistically significant results were found in competencies with respect to age, type of school, culture, and district. Additionally, own laptop, Internet use, work experience, knowledge of software and hardware were significant predictors for ICT competency of teachers. The overall findings clarify that ICT enhancement programs are needed for mathematics teachers at secondary schools in Nepal.