1

An Evaluative study of
Effectiveness of Remote
Learning Methods for
Mathematics in Middle School
Level in International Schools
in Sri Lanka.
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Table of Contents

Topic Chapter
Introduction and Rationale or Reasons 4
to choose the topic

The Problem / Research Statement 5

Research Aims 5

Research Objectives 6

Research Questions 6

Significance 6

Literature Review 8

Type of Research 10

Research Methodology 12

Research Context 13
 3

Data collection methods 13

Types of Research Interviews 14

Data analysis 16
Sampling 17
Time plan 18
Reference
 4

Introduction and Rationale or Reasons to choose the topic

Distance learning allows students and teachers to stay connected and work on course materials
while working from home. Distance learning opportunities are generally associated with
emergencies that pose a risk to student safety. The effectiveness of the transition to distance
learning will depend on the willingness, technical resources, and overall infrastructure to support
students. eLearning is the use of electronic technology to access instruction outside the
traditional classroom .The students and teachers had to switch to online depending on various
situations in Sri Lanka.

As the first patient for Covid- 19 was reported, the local and International Schools were closed.
Thereafter time to time the schools were closed and were switched to online. As a Mathematics
educator, I intend to carry out this research in order to identify the importance of remote learning
in mathematics and evaluate it critically to identify problems and challenges faced by teachers
and students. The results can be used for the advancement of remote learning for mathematics.

Although the literature on online education is growing, there are few studies on the quality of
online education. Few scholars have examined the quality of online education from the student's
perspective. Therefore, we need to assess how students view the quality of online teaching. The
purpose of this study was to assess the quality of current Internet-based educational services. The
survey aimed to determine how students perceive the quality of online education. The results of
this study may complement the literature on online education quality assurance. The results are
believed to help online education providers evaluate their programs based on the survey's
insights and suggestions. A word on quality assurance. The results are believed to help online
education providers evaluate their programs based on the survey's insights and suggestions.
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The Problem / Research Statement

This research addresses the problem that educators do not understand whether combining new
technology techniques with online and traditional face-to-face formats will lead to improved
learning outcomes for students. This situation creates two problems. On the one hand, most
teachers today are trained under a very different paradigm. Their learning methods were most
likely based on a teacher-led, face-to-face approach that ignored technological advances.
Technology will become obsolete within a few years. Teachers face the stress and difficulty of
keeping up with change and the risk of career turnover. (Gedik, Kiraz and Ozden, 2013)

In contrast, the growing global need to keep up with the rapid changes in today's electronic
communications makes conventional technology obsolete within a few years. Teachers continue
to be burdened, face obstacles to keep up with change (Gedik, Kiraz & Ozden, 2013), or risk
being replaced by professionals.

A recent study found that 80% of higher education course materials are delivered online (Allen
& Seaman, 2003), but students in this study were reluctant to enroll in online courses. This
suggests that these students had previous negative online learning experiences. Why did you
have a bitter experience? Was it an individual student? What was your schedule? Or is it the
teacher's fault? Based on their personal online learning experience, how do students rate the
quality of their online education? How do they feel about the online education they received?
What factors influence a student's online learning experience? All these issues have sparked a
current survey and survey of students' opinions about the quality of online education.

Research Aims
1.Improving the quality of teaching and learning Mathematics
2.Improve efficiency and effectiveness by responding to student learning styles and needs
3.Improve user accessibility and scheduling flexibility to engage students in the learning process.

Research Objectives

1. To explore the challenges faced by students as well as teachers in remote learning.

2. To gather data about the effectiveness of remote learning
3. To make suggestions to enhance the quality of remote learning for Mathematics in
middle school level in International Schools in Sri Lanka.
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Research Questions
In this study, we examine the following research questions.

1.What is the experience of students being educated online? How would you rate the quality of
online education based on your experience?

2.What factors influenced students' online teaching experiences? How do these characteristics
affect the quality of online teaching?

Significance
As a result of the rapid growth of the Internet, many schools and universities now
offer online courses as an alternative to conventional face-to-face training.
However, significant worries and issues have arisen, notably over the quality of
online education. According to Harasim (1989), online education is a new field of
study that integrates remote education with face-to-face teaching using computer-
mediated communication. Ascough (2002) suggested that online education has the
following characteristics:

(a) it provides a different learning experience than in a traditional classroom

because learners are different;

(b) communication occurs via computer and the World Wide Web;

(c) learners' participation in the classroom is different; (d) the social dynamic of the
learning environment is altered; and (e) discrimination and prejudice are
minimized (p.1). New technologies, such as the Internet, streaming video, and net-
meeting, make higher education more accessible and cheap for many students,
including many who would not have been able to pursue higher education in a
conventional classroom environment (Bianco & Carr-Chellman, 2002)
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Literature Review
The COVID-19 epidemic interrupted spring 2020 courses. Temporary school closures allegedly
resulted in significant learning loss, especially among low-achieving kids. Teachers encountered
difficulties in distant learning situations. Students spend less hours studying. The current research
explores the skills of fifth graders in Baden-Württemberg, Germany, using large-scale reading and
mathematics assessments from September yearly obligatory examinations (each n > 80,000). After
two months of school cancellations, proficiency ratings were somewhat lower in 2020 compared
to the three prior years (–0.07 SD for reading comprehension, –0.09 for operations, and –0.03 for
numbers). Regarding mathematics, low-achieving pupils seem to have a learning deficit that
should be addressed in the future. Learning loss was moderated by school factors such as the
average sociocultural capital and the percentage of students with a migration history to a small
degree. However, lesser sociocultural capital was positively related with greater mathematics
learning loss. (Schult et al., 2022)

The COVID-19 epidemic closed Australian schools in early 2020, embarking on an unprecedented
period of distance learning for students. One study investigated how teachers designed and
delivered mathematics learning programs for their students, the difficulties they experienced, and
how motivated children were to study mathematics at home. Two Australian primary school
teachers with similar contemporary teaching and learning philosophies with an emphasis on
investigation-based learning were interviewed and students were asked to assess their engagement
(cognitive, emotional, social behavioral) were asked anonymously. Results indicated that both
trainers were concerned with placing all students appropriately and assessing student growth and
participation in activities. The majority of students responded positively to distance learning
opportunities, except that they did not have the opportunity to learn mathematics with or from
peers. (Kalogeropoulos et al., 2021)

Students were neither provided nor encouraged to share their understanding of the material. It
leads to teachers not being aware of students' prior knowledge and understanding. Based on the
findings, researchers suggest that educators need to continue learning despite many challenges in
adopting distance learning during the COVID-19 pandemic. Encourage participation through
online communication, especially Math conversations.

Not only does it influence student performance in mathematics research and help develop
mathematics skills, but it also serves as a teacher assessment tool for structuring mathematics
teaching and learning, and facilitates the discussion of mathematics in all contexts. is required
because it can promote This recommendation is likely to be accepted.

It is implemented in various disciplines to make trainers aware that teaching and learning are
mixed as cognitive, social, and emotional traits. (Wahyuningrum and Latifah, 2020)

There is a study that presents the results of a descriptive survey of middle school students'
experience of distance mathematics learning during school closures caused by coronavirus
disease 2019 (COVID-19). Using cluster random sampling, 367 students aged 13 to her 21 years
were selected from her six secondary schools in the Kitwe region of Zambia. There are
suggestions for potential solutions to some of the highlighted challenges:
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First, educators should always consider the social and economic status of students when
introducing teaching methods.
Second, ICT products and services should be accessible to all students regardless of their
socioeconomic and cultural background. Without such goods and services available to all,
students from rural and other disadvantaged areas will be left behind.

Third fact is each school should build its own virtual and/or physical math lab complete with
teaching materials, math games and various teaching and learning aids.

Fourth, Teachers must have the appropriate level of knowledge to use the highlighted
interventions effectively.
Finally, some of the students in this study reported negative attitudes, low self-confidence, and
low enthusiasm for mathematics. It has also been shown that the majority of students believe that
they cannot successfully learn mathematics in face-to-face classes without teacher support.

Since this is one of the most important characteristics of effective mathematics learning, teachers
and other stakeholders in mathematics education should do more than ensure that students have a
positive attitude towards mathematics. (Mukuka, Shumba and Mulenga, 2021).

An online intervention course for ages 9-11 that uses a variety of mathematical reasoning activities
and media and introduces a variety of mathematical reasoning tasks to improve basic arithmetic
skills, especially multiplication and division It is intended to Results show that both elementary
school children's math skills and required subject knowledge can be improved significantly and
successfully in a computerized and personalized environment without the constant presence of a
teacher. (Choppin and Borys, 2017).Easily accessible intervention programs are now available
both in and out of school. This research shows that it is possible to overcome the disadvantages of
underperforming students in mathematics through innovative online intervention tools that give
teachers full responsibility and provide students with specialized information and individualized
learning paths. (Ökördi and Molnár, 2022)

UNICEF performed a study using household survey data commissioned by UNICEF in India, Pakistan,
and Sri Lanka, and by the Ministry of Education in the Maldives. These surveys were done using
UNICEF South Asia's Monitoring Guidance between 2020 and 2021. The purpose of this study is to
better understand and enhance the reach and efficacy of remote education during school closures.

According to this study, regular and mutual participation between students and teachers is an
important indicator of learning success, especially for younger children. However, the majority
of children had little or no interaction with their teachers outside of school hours.In private
primary schools in Sri Lanka, 52% of teachers reported communicating with their children five
days a week. However, only 8% of public primary school teachers did so. (van Cappelle et al.,
2021)
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Type of Research
Qualitative research collects and analyzes non-numeric data (text, video, audio, etc.) to
understand thoughts, beliefs, or experiences. It can be used to deepen your understanding of a
topic or generate new research ideas.
Unlike quantitative research, qualitative research does not collect and analyze numerical data for
statistical purposes.
In the humanities and social sciences, qualitative research is often used in areas such as
anthropology, sociology, pedagogy, health sciences, and history. (Howe and Eisenhart, 1990)

Qualitative research is used to understand how individuals view the universe. There are several
methods of qualitative research, but they tend to be highly adaptable and emphasize maintaining
rich meaning when evaluating data.

Approaches such as grounded theory, ethnography, action research, phenomenological research,

and narrative research are typical. While there are some similarities, their goals and views differ.
(Aida Mehrad1, Mohammad Hossein Tahriri Zangeneh, n.d.)

These are some of the most widely used qualitative techniques.

1. Observations: Record field notes of what you see, hear, or experience.

2. Ask an individual a question in a one-on-one conversation.
3. Ask questions and spark conversations between groups of individuals via focus groups.
4. Polls: Distribution of surveys containing open-ended questions.
5. Secondary research is the collection of existing information in the form of text, photographs,
audio or video recordings, etc.

Because all observations, interpretations, and analyzes are communicated through a unique and
personal lens, qualitative researchers typically see themselves as research "instruments."

For this reason, when documenting your qualitative research methodology, it is important to
reflect on your approach and detail the choices you made when collecting and interpreting the
data.

Quantitative research involves collecting and interpreting numerical data. It can be used to
identify patterns and means, make predictions, investigate causality, and extrapolate results to
larger groups.

Quantitative research is the opposite of qualitative research, which involves collecting and
analyzing non-numerical data (text, video, audio, etc.).
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Quantitative research methods can be used for descriptive, relational, and experimental research.

Descriptive research simply looks for the big picture of the factors being investigated.
Correlation studies look for correlations between study variables.
In experimental studies, causal relationships between variables are carefully studied.
Statistics allow us to formally test hypotheses and predictions using both correlational and
experimental studies. Depending on the sampling method, results can be extrapolated to larger
populations. (Aida Mehrad1, Mohammad Hossein Tahriri Zangeneh, n.d.)

We may need to process the data after collection before we can evaluate the data. For example,
survey and test data may need to be converted from text to numbers. Statistical analysis can then
be used to answer research questions.

Descriptive statistics provide not only a summary of the data, but also measures of mean and
variation. You can also use charts, scatterplots, and frequency tables to view your data and
identify patterns and outliers. Based on your data, you can use inference statistics to make
predictions or generalizations. Sample data can be used to test hypotheses or estimate population
parameters. (Jervis and Drake, 2019)

Research Methodology
Mixed methods research is an approach that incorporates quantitative and qualitative research
methods to gain a deeper understanding of a research question. Data collection methods used in
mixed method studies include:

A survey is a quantitative data collection method that can provide numerical information about a
particular population or sample. Surveys can be conducted online, by mail, or in person.

Interviews are a qualitative data collection method that can provide comprehensive and detailed
information about an individual's experiences, perceptions, and beliefs. Interviews can be face-
to-face, by phone, or by video conferencing. A focus group is a qualitative data-gathering
technique that brings together a small group of people to discuss a specific topic. Focus groups
can shine a light on the experiences and perspectives of a group of individuals.

Observation is a qualitative data collection method that observes and records behavior and
interactions in the natural environment. Observations provide a wealth of information about
social and cultural context.
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Document analysis is a qualitative data collection method that evaluates and analyzes documents
or recorded materials such as government reports, newspaper articles, social media posts.
Analysis of historical documents provides information about cultural and social trends.

An experiment is a quantitative data-gathering technique that manipulates one or more variables

and measures their effect on another variable. Experiments can reveal the cause and effect
relationships of variables.

Overall, the choice of data collection method in a mixed methods study is determined by the
research question, the population or sample being studied, and the available resources.

Research Context
The research is expected to be done in the Junior School of Wycherley International School.

Wycherley International School was founded in 1985. It is one of the oldest international schools
in Sri Lanka.It is located at 232, Baudhaloka Mawatha Colombo 7. Wycherley, also known as
the Cambridge Center of Sri Lanka, offers the world-renowned Cambridge curriculum from
primary to secondary education and is accredited by the University of Cambridge, UK.

More than 35 years of academic excellence at Wycherley have resulted in an astonishing array of
first-class educated students. Wycherley is also the first comprehensive school in Sri Lanka to
follow the Cambridge Curriculum from UKG (Year 1) to Grade 12. The school does not teach
English as a foreign language, but as a means of bringing together and unifying students from
multi-ethnic, multi-ethnic and multi-religious cultures. Integrating Sinhala, Tamil, Muslim,
Malay, middle class and even international students, with English as the language of instruction
from primary to high school, it has the right atmosphere to prepare for Cambridge exams.

Despite being an international school, Wycherley is deeply rooted in the community and is very
strict when it comes to school discipline, which parents highly value. The Sri Lankan aspect of
the school is very important and this applies to both students and parents.

For the past 35 years, Wycherley has played a key role in shaping the lives of promising young
people. Most of his graduates are now earning degrees in medicine, law, engineering, finance
and other fields from the world's most prestigious universities. Wycherley students have
successfully transferred to some of the UK's leading universities, including universities in
Cambridge, Sheffield, Nottingham, Australia, the USA, Malaysia and Singapore. (Anon, n.d.)

Figure1 – Emblem of WIS figure 2- Junior School of WIS

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Participants for the research

The participants for the research will be students of the Middle school – Grade 6, 7 & 8 of Wycherley
International School.

Data Collection Methods.

The three most important data sources and methods are observations, interviews, and surveys.

The data collection method used for this project will be interviews. Interviews are one of the
most commonly used data collection techniques in qualitative research. Through interviews,
participants can provide contextual and rich event descriptions. The interview process is time
consuming and the quality of the data is often dependent on the skill of the interviewer. This
article describes techniques for planning and conducting research interviews, as well as
transcription and analysis. (Byrne, 2001)

Types of Research Interviews

Interviews can be structured differently depending on the materials and requirements. They can be
classified to three types.

1. Structured
2. Semi structured
3. Non structured interviews.

In structured interviews, respondents must select an answer from a list of choices. Some questions
can be explained by the interviewer. Structured interviews are commonly used in research.

Semi-structured interview - In a semi-structured interview, the interviewer asks a series of pre-set

questions to which the respondent answers in their own words. Some interviewers use topic guides
that act as checklists to ensure that all respondents are providing information on the same topic.
Depending on the respondent's response, the interviewer may investigate the issue or provide
follow-up questions for clarification. Semi-structured interviews are useful when you need to
systematically collect detailed information from a large number of respondents or interviewers
(teachers, community leaders, etc.). Unstructured Meetings:

In unstructured interviews, interviewers are not presented with specific criteria, limitations,
predefined questions, or a list of alternatives. The interviewer asks a few general questions to
engage the respondent in an open, informal, and spontaneous dialogue. Additionally, the
interviewer asks more questions and explores discrepancies to get more information about the
topic. Unstructured interviews are especially beneficial for discovering the underlying narrative of
a respondent's experience or when information on the topic is limited. (Gill et al., 2008)
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Data Analysis methods.

Data analysis is described as the process of cleaning, transforming, and modeling data to obtain
actionable business intelligence. The purpose of data analysis is to extract meaningful
information from data and make decisions based on this knowledge.

There are three main types of data analysis techniques.

1. t test
2. ANOVA
3. Correlation

T test - The t-test is an inference statistic used to determine whether there is a statistically
significant difference between the means of two groups and their association.

ANOVA - ANOVA is used to determine whether the results of a study or experiment are
statistically significant. That is, it helps you decide whether to reject the null hypothesis or accept
the alternative hypothesis.

Correlation - Everyday use of the term correlation describes some kind of relationship.
Correlation, by contrast, is a statistical term that describes the association between two
quantitative variables. We also assume that this relationship is linear. This means that one
variable increase or decreases by a fixed amount as the units of the other change.

Data analysis software

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Figure 3 – Data analysis software

The type of data analysis method that will be used to this research will be SPSS. SPSS stands for
Statistical Package for the Social Sciences and is used by various scientists to perform advanced
statistical data analysis.

SPSS was developed for the management and statistical analysis of social science data. First
introduced by SPSS Inc. in 1968 and purchased by IBM in 2009. SPSS is used by market
researchers, medical researchers, research firms, government agencies, educational researchers,
marketing organizations, and data miners to process and analyze survey data. Like data collected
by online survey platforms like Alchemer.

Before quantifying interview results (topics) into numerical data for inference analysis, one must
ensure that they are reliable (e.g., consensus among coders) and valid (e.g., content validity) .
Descriptive analysis in SPSS of nominal data is fine. (Verma and Springerlink (Online Service,
2013)

Sampling methods
A sample is a subset of the population from which research participants are selected. Some types
of sampling methods allow the use of statistical methods to determine the error bars of the data
obtained from the sample. The sampling plan with the fewest associated errors should be chosen.
Probabilistic sampling and non-probabilistic sampling are two basic types of sampling designs.
Probabilistic Sampling - involves some kind of random selection in the element selection process.
The representativeness of a probability sample can be determined with increasing certainty. Each
member of the population has an equal and independent probability of being selected in this type
of sample. There are four main approaches:

1) simple randomness,

2) stratified randomness,

3) cluster, and

4) systematic. Non-Probability Sample – The components of the sample are not chosen at random.
This method is less likely to provide a representative sample than probabilistic sampling. Despite
 15

this fact, researchers can and do use nonprobabilistic sampling. The three most important
techniques are convenience, citation, and purpose.

In this study the simple random sampling is a form of probability sampling in which researchers
randomly select a subset of participants from a population. All individuals in the population have
an equal chance of being selected.

Time Plan
Time plan August September October November December January February

2nd week
3rd week

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1st week

1st week

1st week

1st week

1st week

1st week

1st week
Identificatio
n of the
research
problem

Search
Literature
review

Get the
approval for
title

Write up the
Literature
review

Prepare the
Research
methodology
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Get approval
for research
proposal

Data
collection
and analysis

Discuss the
findings

Prepare
chapters
based on
findings

Proofread
and finalize

Submission
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Reference

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Quantitative Research Approaches: Social Sciences

Allen, I.E. and Seaman, J. (). Sizing the opportunity : the quality and extent of online education in the
United States, 2002 and 2003. Needham, Mass.: Sloan-C.

Anon, (n.d.). The School – Wycherley. [online] Available at: https://wycherley.lk/the-school/ [Accessed
30 Aug. 2022].

Barr, F. (1960). INTERVIEWS. Educational Research, 2(3), pp.218–220. doi:10.1080/0013188600020305.

Byrne, M. (2001). Interviewing as a data collection method. AORN Journal, 74(2), pp.233–235.
doi:10.1016/s0001-2092(06)61533-0.

Choppin, J. and Borys, Z. (2017). Trends in the design, development, and use of digital curriculum
materials. ZDM, 49(5), pp.663–674. doi:10.1007/s11858-017-0860-x.

Ervis, M.G. and Drake, M.A. (2019). The Use of Qualitative Research Methods in Quantitative Science: A
Review. Journal of Sensory Studies, 29(4), pp.234–247. doi:10.1111/joss.12101.

Fraenkel, J. R. & Wallen, N. E. (2003). How to design and evaluate research in education (5th ed.). New
York: McGraw-Hill.
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Gedik, N., Kiraz, E. and Ozden, M.Y. (2013). Design of a blended learning environment: Considerations
and implementation issues. Australasian Journal of Educational Technology, 29(1). doi:10.14742/ajet.6.

Gill, P., Stewart, K., Treasure, E. and Chadwick, B. (2008). Methods of data collection in qualitative
research: Interviews and focus groups. British Dental Journal, 204(6), pp.291–295

Howe, K. and Eisenhart, M. (1990). Standards for Qualitative (and Quantitative) Research: A
Prolegomenon. Educational Researcher, 19(4), pp.2–9. doi:10.3102/0013189x019004002.

Kalogeropoulos, P., Roche, A., Russo, J., Vats, S. and Russo, T. (2021). Learning Mathematics From Home
During COVID-19: Insights From Two Inquiry-Focussed Primary Schools. Eurasia Journal of Mathematics,
Science and Technology Education, 17(5), p.em1957. doi:10.29333/ejmste/10830.

Mukuka, A., Shumba, O. and Mulenga, H.M. (2021). Students’ experiences with remote learning during
the COVID-19 school closure: implications for mathematics education. Heliyon, 7(7), p.e07523.
doi:10.1016/j.heliyon.2021.e07523.

Nielsen, H. and Lyhne, I. (2015). Adding action to the interview: Conceptualizing an interview approach
inspired by action research elements. Action Research, 14(1), pp.54–71.
doi:10.1177/1476750315573591.

Ökördi, R. and Molnár, G. (2022). Computer-Based Intervention Closes Learning Gap in Maths
Accumulated in Remote Learning. Journal of Intelligence, 10(3), p.58.
doi:10.3390/jintelligence10030058.

Schult, J., Mahler, N., Fauth, B. and Lindner, M.A. (2022). Did students learn less during the COVID-19
pandemic? Reading and mathematics competencies before and after the first pandemic wave. School
Effectiveness and School Improvement, pp.1–20. doi:10.1080/09243453.2022.2061014.

van Cappelle, F., Chopra, V., Ackers, J. and Gochyyev, P. (2021). An analysis of the reach and
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pp.148–162. doi:10.21831/jrpm.v7i2.34841.
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Wysokińska, Z. (2017). Millenium Development Goals/UN and Sustainable Development Goals/UN as

Instruments for Realising Sustainable Development Concept in the Global Economy. Comparative
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