STUDY THE IMPACT OF TEACHER EFFECTIVENESS AND ONLINE LEARNING FOR MATHEMATICS ACHIEVEMENT IN HIGHER SECONDARY LEVEL STUDENTS

Abstract

Online learning platforms have grown in popularity as a result of the quick adoption of technology in education. Designing effective instructional strategies, therefore, requires an understanding of how online learning and instructor effectiveness affect students' maths achievement. The purpose of the study was to determine the influence of the learning environment on students’ academic achievement in mathematics at the senior secondary school level. Consequently, the study investigated some components of the teaching environment and their possible influence on students’ academic achievement in mathematics. At the same time, this study experimented with a social regulation-based online learning approach that enhances students' learning achievements and learning motivations in mathematics. Additionally, the impact of parental involvement in the form of parent conversations on high school students' arithmetic proficiency was investigated in this study. The study also identifies psychological elements that influence students’ mathematical performance. A pre-test and post-test non- equivalent control group quasi-experimental research design was used in the study. Using a factorial matrix, the quasi-experimental design was utilized to compare the treatment's (at two levels) scores crossed with gender (at two levels). One intact class was chosen using simple random sampling, and the data were then evaluated using an independent sample t-test and descriptive statistics like mean and standard deviation. The results of this study make a minor contribution to the body of empirical research on the effects of content-specific feedback and metacognitive practice on high school academic attainment. The effect of online learning, including the utilization of virtual classrooms, online materials, and interactive learning platforms, was also investigated. The results show a strong positive correlation between maths achievement and teacher effectiveness. Students learning outcomes in mathematics were significantly impacted by teachers who displayed excellent instructional quality, exhibited good pedagogical content understanding, and managed their classes effectively. The study also showed that the use of online learning in mathematics instruction had a favorable impact on students' performance. The usage of online classrooms enabled engaging debates, group problem-solving, and individualized learning experiences, which contributed to improved mathematics performance.

Keywords: Teacher Effectiveness, Online Learning, Mathematics Learning, Higher Secondary Level Students, Psychological Factors, and Mathematics Achievement