Teaching mathematics in an EFL context at higher education; before, during and after the COVID-19 pandemic: a comparative study

What is it about?

Over the last few years, there has been a considerable amount of literature investigating the efficacy of the various delivery modes: on-campus delivery (face-to-face), online delivery, and blended learning (hybrid), in helping college students improve their mathematical skills. However, the extent to which one student learns best has been hotly debated among researchers. Therefore, this study aims to compare the efficacy of implementing three teaching and learning delivery modes before, while, and after the COVID-19 pandemic: on-campus delivery (face-to-face), online delivery, and blended learning (hybrid) on academic achievement in mathematics at a higher education institution in the United Arab Emirates. The main research question explores whether there is a statistically significant difference (p≤ 0.05) in students’ academic based on delivery methods: on-campus face-to-face, online, and blended learning. The results showed that there were significant differences in the mean scores in the student’s achievement in the mathematics courses favoring the blended learning delivery mode. The findings also show that the student achievement in mathematics using the on-campus face-to-face teaching and learning was better than the student achievement in mathematics using online teaching and learning delivery mode. Keywords: Mathematics, face-face learning, online learning, blended learning.

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