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

Author

Listed:
  • Hanadi Mohamed AbdelSalam

    (Department of Sciences and Human Studies, Prince Mohammad Bin Fahd University, Dhahran 31952, Saudi Arabia)

  • Maura A. E. Pilotti

    (Department of Sciences and Human Studies, Prince Mohammad Bin Fahd University, Dhahran 31952, Saudi Arabia)

  • Omar J. El-Moussa

    (Department of Student Affairs, Prince Mohammad Bin Fahd University, Dhahran 31952, Saudi Arabia)

Abstract

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.

Suggested Citation

  • Hanadi Mohamed AbdelSalam & Maura A. E. Pilotti & Omar J. El-Moussa, 2021. "Sustainable Math Education of Female Students during a Pandemic: Online versus Face-to-Face Instruction," Sustainability, MDPI, vol. 13(21), pages 1-12, November.
    • Handle: RePEc:gam:jsusta:v:13:y:2021:i:21:p:12248-:d:673388
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    References listed on IDEAS

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    1. Carolyn Chisadza & Matthew Clance & Thulani Mthembu & Nicky Nicholls & Eleni Yitbarek, 2021. "Online and face‐to‐face learning: Evidence from students’ performance during the Covid‐19 pandemic," African Development Review, African Development Bank, vol. 33(S1), pages 114-125, April.
    2. Glenn Ellison & Ashley Swanson, 2010. "The Gender Gap in Secondary School Mathematics at High Achievement Levels: Evidence from the American Mathematics Competitions," Journal of Economic Perspectives, American Economic Association, vol. 24(2), pages 109-128, Spring.
    3. Dossi, Gaia & Figlio, David & Giuliano, Paola & Sapienza, Paola, 2021. "Born in the family: Preferences for boys and the gender gap in math," Journal of Economic Behavior & Organization, Elsevier, vol. 183(C), pages 175-188.
    4. Maura A. E. Pilotti, 2021. "What Lies beneath Sustainable Education? Predicting and Tackling Gender Differences in STEM Academic Success," Sustainability, MDPI, vol. 13(4), pages 1-15, February.
    5. David Card & A. Abigail Payne, 2021. "High School Choices And The Gender Gap In Stem," Economic Inquiry, Western Economic Association International, vol. 59(1), pages 9-28, January.
    6. Wahab Ali, 2020. "Online and Remote Learning in Higher Education Institutes: A Necessity in light of COVID-19 Pandemic," Higher Education Studies, Canadian Center of Science and Education, vol. 10(3), pages 1-16, September.
    7. Kelum A. A. Gamage & R. G. G. Roshan Pradeep & Vesna Najdanovic-Visak & Nanda Gunawardhana, 2020. "Academic Standards and Quality Assurance: The Impact of COVID-19 on University Degree Programs," Sustainability, MDPI, vol. 12(23), pages 1-14, December.
    8. Maria José Sá & Sandro Serpa, 2020. "The COVID-19 Pandemic as an Opportunity to Foster the Sustainable Development of Teaching in Higher Education," Sustainability, MDPI, vol. 12(20), pages 1-16, October.
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    Cited by:

    1. Maura A. E. Pilotti & Omar J. El-Moussa & Hanadi M. Abdelsalam, 2022. "Measuring the Impact of the Pandemic on Female and Male Students’ Learning in a Society in Transition: A Must for Sustainable Education," Sustainability, MDPI, vol. 14(6), pages 1-13, March.
    2. Zawar Shah & Shannon Kennedy-Clark & Yancong Xie & Md Shamsur Rahim & Mehregan Mahdavi & Andrew Levula, 2022. "Teacher Views on Teaching Sustainability in Higher Education Institutes in Australia," Sustainability, MDPI, vol. 14(14), pages 1-18, July.
    3. Igor Jacky Dimitri Michaleczek & Fatma Kayan-Fadlelmula & Abdel Latif Sellami, 2022. "Research on Higher Education during the COVID-19 in the Gulf Cooperation Council: An Overview of Publications in the Journal Sustainability," Sustainability, MDPI, vol. 14(17), pages 1-16, August.
    4. Maura A. E. Pilotti & Hanadi Abdelsalam & Farheen Anjum & Imad Muhi & Sumiya Nasir & Ibtisam Daqqa & Gunner D. Gunderson & Raja M. Latif, 2022. "Adaptive Individual Differences in Math Courses," Sustainability, MDPI, vol. 14(13), pages 1-14, July.

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