$Sustainable Math Education of Female Students during a Pandemic: Online versus Face-to-Face Instruction$
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Sustainable Math Education of Female Students during a Pandemic: Online versus Face-to-Face Instruction

The present study was driven by the assumption that a key feature of sustainable education is its ability to preserve standards of quality even amid unforeseen, potentially disruptive events. It asked whether students’ academic success in math general education courses differed between synchronous o...

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Autores principales:	Hanadi Mohamed AbdelSalam, Maura A. E. Pilotti, Omar J. El-Moussa
Formato:	article
Lenguaje:	EN
Publicado:	MDPI AG 2021
Materias:	sustainable education online instruction face-to-face instruction Middle East Environmental effects of industries and plants TD194-195 Renewable energy sources TJ807-830 Environmental sciences GE1-350
Acceso en línea:	https://doaj.org/article/8a5197e48a9f4b6aa349a0bd83c2edcc
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id	oai:doaj.org-article:8a5197e48a9f4b6aa349a0bd83c2edcc
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spelling	oai:doaj.org-article:8a5197e48a9f4b6aa349a0bd83c2edcc2021-11-11T19:49:08ZSustainable Math Education of Female Students during a Pandemic: Online versus Face-to-Face Instruction10.3390/su1321122482071-1050https://doaj.org/article/8a5197e48a9f4b6aa349a0bd83c2edcc2021-11-01T00:00:00Zhttps://www.mdpi.com/2071-1050/13/21/12248https://doaj.org/toc/2071-1050The present study was driven by the assumption that a key feature of sustainable education is its ability to preserve standards of quality even amid unforeseen, potentially disruptive events. It asked whether students’ academic success in math general education courses differed between synchronous online (during the COVID-19 pandemic) and face-to-face (before the pandemic), under the ancillary assumption that computational competency, a pillar of sustainable education, shapes enduring success in a variety of professional fields. As the early identification of at-risk students and ensuing remedial interventions can bring about academic success, the study also investigated the predictive validity of students’ initial performance in online and face-to-face math courses. Two general education courses (introductory calculus and statistics), taught by the same instructor, were selected. Class grades did not differ between instructional modes, thereby providing no evidence for the widespread concern that the switch to the online mode had damaged learning. Yet, during the semester, test and homework performance were differentially sensitive to modes of instruction. Furthermore, both test and homework performance during the first half of the semester predicted class grades in online courses, whereas only test performance predicted class grades in face-to-face courses. These results suggest that sustainable math education in times of crisis is feasible and that educators’ consideration of the differential predictive value of test and homework performance may aid its attainment.Hanadi Mohamed AbdelSalamMaura A. E. PilottiOmar J. El-MoussaMDPI AGarticlesustainable educationonline instructionface-to-face instructionMiddle EastEnvironmental effects of industries and plantsTD194-195Renewable energy sourcesTJ807-830Environmental sciencesGE1-350ENSustainability, Vol 13, Iss 12248, p 12248 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	sustainable education online instruction face-to-face instruction Middle East Environmental effects of industries and plants TD194-195 Renewable energy sources TJ807-830 Environmental sciences GE1-350
spellingShingle	sustainable education online instruction face-to-face instruction Middle East Environmental effects of industries and plants TD194-195 Renewable energy sources TJ807-830 Environmental sciences GE1-350 Hanadi Mohamed AbdelSalam Maura A. E. Pilotti Omar J. El-Moussa Sustainable Math Education of Female Students during a Pandemic: Online versus Face-to-Face Instruction
description	The present study was driven by the assumption that a key feature of sustainable education is its ability to preserve standards of quality even amid unforeseen, potentially disruptive events. It asked whether students’ academic success in math general education courses differed between synchronous online (during the COVID-19 pandemic) and face-to-face (before the pandemic), under the ancillary assumption that computational competency, a pillar of sustainable education, shapes enduring success in a variety of professional fields. As the early identification of at-risk students and ensuing remedial interventions can bring about academic success, the study also investigated the predictive validity of students’ initial performance in online and face-to-face math courses. Two general education courses (introductory calculus and statistics), taught by the same instructor, were selected. Class grades did not differ between instructional modes, thereby providing no evidence for the widespread concern that the switch to the online mode had damaged learning. Yet, during the semester, test and homework performance were differentially sensitive to modes of instruction. Furthermore, both test and homework performance during the first half of the semester predicted class grades in online courses, whereas only test performance predicted class grades in face-to-face courses. These results suggest that sustainable math education in times of crisis is feasible and that educators’ consideration of the differential predictive value of test and homework performance may aid its attainment.
format	article
author	Hanadi Mohamed AbdelSalam Maura A. E. Pilotti Omar J. El-Moussa
author_facet	Hanadi Mohamed AbdelSalam Maura A. E. Pilotti Omar J. El-Moussa
author_sort	Hanadi Mohamed AbdelSalam
title	Sustainable Math Education of Female Students during a Pandemic: Online versus Face-to-Face Instruction
title_short	Sustainable Math Education of Female Students during a Pandemic: Online versus Face-to-Face Instruction
title_full	Sustainable Math Education of Female Students during a Pandemic: Online versus Face-to-Face Instruction
title_fullStr	Sustainable Math Education of Female Students during a Pandemic: Online versus Face-to-Face Instruction
title_full_unstemmed	Sustainable Math Education of Female Students during a Pandemic: Online versus Face-to-Face Instruction
title_sort	sustainable math education of female students during a pandemic: online versus face-to-face instruction
publisher	MDPI AG
publishDate	2021
url	https://doaj.org/article/8a5197e48a9f4b6aa349a0bd83c2edcc
work_keys_str_mv	AT hanadimohamedabdelsalam sustainablematheducationoffemalestudentsduringapandemiconlineversusfacetofaceinstruction AT mauraaepilotti sustainablematheducationoffemalestudentsduringapandemiconlineversusfacetofaceinstruction AT omarjelmoussa sustainablematheducationoffemalestudentsduringapandemiconlineversusfacetofaceinstruction
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Sustainable Math Education of Female Students during a Pandemic: Online versus Face-to-Face Instruction

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