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Data on students' learning experiences in mathematics during the COVID-19 school closure
Angel Mukuka1,2, Overson Shumba3, Henry M Mulenga3
1African Centre of Excellence for Innovative Teaching and Learning Mathematics and Science, University of Rwanda-College of Education, Rwanda.
Data in Brief
|November 25, 2021
Summary
This study explored Zambian secondary students' experiences with remote mathematics learning during COVID-19 school closures. Findings offer insights into engagement challenges and opportunities for future crisis-driven educational shifts.
Area of Science:
- Education
- Mathematics Education
- Educational Technology
Background:
- COVID-19 school closures globally shifted education to remote learning models.
- The impact of these shifts on student engagement in mathematics in Zambia remained unclear.
- Understanding these experiences is crucial for educational continuity during crises.
Purpose of the Study:
- To investigate Zambian secondary school students' experiences with remote mathematics learning during the COVID-19 pandemic.
- To identify factors influencing engagement with mathematics during this period.
- To provide insights for improving remote learning strategies in crisis situations.
Main Methods:
- A descriptive survey design was employed.
- Data were collected from 367 secondary school students in Kitwe district, Zambia.
- A semi-structured questionnaire was utilized to gather student experiences.
Main Results:
- The study identified varied student experiences with remote mathematics learning.
- Engagement levels and challenges were documented.
- Insights into the effectiveness of remote learning strategies were gained.
Conclusions:
- Remote learning during COVID-19 presented unique challenges and opportunities for mathematics education in Zambia.
- The findings highlight the need for adaptable and supportive remote learning frameworks.
- This research contributes valuable data for future educational planning during crises.
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