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Cited by 0Online and Blended LearningOnline Learning Methods and InnovationsMathematics Education and Pedagogy

Mathematics Learning Achievement of School Students through Virtual and Face to Face Mode of Learning

Open access
Dhakal, Prem Kumari, Khanal, Bishnu·2025·Academic Journal of Mathematics Education
DOI 10.3126/ajme.v8i1.95353
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Abstract

The main objective of this paper is to examine the difference between mathematics learning achievement of school students through virtual and face to face mode of learning. This quasi-experimental study was conducted in two similar institutional schools of Birendranagar municipality Surkhet. All the students of grade nine from sample schools were the participants of this study, however the intervention and comparison groups were made similar on the basis of number, inclusiveness, grade of mathematics in Basic Level Examination, first-terminal examination and pre-test. Pre-test and post-test were conducted using the similar parallel sets of test items that were finalized by piloting and analyzing the items. SPSS-20 was used as the tool of data analysis. The result revealed that learners through virtual mode of leaning performed better than traditional face to face mode of learning mathematics and the study suggests that virtual mode of learning can be an alternative learning approach in school level to increase the mathematics achievement.

Verified 2026-10-05 · 1 reference not checked yet

AI snapshot

Written from the paper’s full text.

TL;DR

This quasi-experimental study compared grade 9 mathematics achievement under virtual and face-to-face instruction in two Nepali schools. The virtual group scored significantly higher on the post-test, while pre-test scores showed no significant group difference.

Key findings

  • Before the intervention, the virtual/intervention and comparison groups had similar average scores: 7.90 vs. 7.67, with a mean difference of 0.23/0.24 and p = .82, so the null hypothesis was accepted for the pre-test.
  • After the intervention, the virtual group averaged 23.09 versus 17.88 for the face-to-face group, a mean difference of 5.21, with p = .03, leading the authors to reject the null hypothesis and conclude that virtual-mode learners performed better.
  • The authors attribute the higher achievement to interactive virtual instruction using tools such as real-time chat, multimedia presentations, and digital manipulatives, guided by the TPACK framework.
  • The conclusion states that virtual mathematics learning can match or surpass in-person instruction when instructional design emphasizes interactivity and engagement and when technological and social support are adequate.

Methods

  • A quasi-experimental non-equivalent group design was used because randomization was not feasible; groups were matched on number, inclusiveness, Basic Level Examination mathematics grade, first-terminal examination, and pre-test scores.
  • Participants were all grade 9 students from two purposively selected schools in Birendranagar, Surkhet: 33 students in the intervention school and 33 in the comparison school, totaling 66 students.
  • The intervention lasted 8 weeks, three days per week, totaling 24 teaching hours; a Mathematics Achievement Test was piloted and used for parallel pre- and post-tests, and data were analyzed in SPSS-20 using means, standard deviations, and t-tests.

Limitations

  • The paper states that randomization was not feasible due to student location, interest in the learning environment, availability of electronic devices and internet, ethical concerns about compelling students, and distance/bus schedules; it therefore used a non-equivalent comparison group.
  • Evident from the text: the sample is small (66 grade 9 students) and drawn from two purposively selected schools in one municipality, with only one intervention school, which limits generalizability.
  • Evident from the text: the intervention was short (8 weeks/24 hours) and measured only with an immediate post-test, with no follow-up; possible selection, teacher, or researcher effects remain despite matching on prior mathematics grades and pre-test scores.

Model-written summary. Check it against the paper before relying on it.

Integrity signals

Registry

Crossref · 10.3126/ajme.v8i1.95353

Cites

0 citation errors · 0 not checkable

Statistics

Nothing to recompute.

Claims the paper makes

0 of 7 cited sources checked · 0 supported · 0 flagged

  • Interpretationown data

    Virtual learning environments in mathematics can achieve parity with in-person instruction when instructional design prioritizes interactivity and engagement and the learning ecosystem provides adequate technological and social support.

    “The findings leads to the claim that virtual learning environment in mathematics can achieve parity with in-person instruction when two fundamental conditions are met: the instructional design prioritizes interactivity and engagement, and the learning ecosystem provides adequate technological and social support structures.”
    Quote in the paperSubstantial claim
  • Interpretationown data

    Interactive virtual instruction that included real-time chat discussions, multimedia presentations, and digital manipulatives produced higher learning outcomes than conventional teaching methods.

    “This comparative analysis revealed that interactive virtual instruction incorporating tools such as real-time chat discussions, multimedia presentations, and digital manipulative produced higher learning outcomes than conventional teaching methods.”
    Quote in the paperSubstantial claim
  • Interpretationreasoning

    The TPACK-guided virtual class led to higher mathematics achievement.

    “Thus, the virtual class was guided by the principle of the TPACK framework (Koehler & Mishra, 2009;Koehler et al., 2014), which in turn resulted in a higher achievement.”
    Quote in the paperSubstantial claim0 of 2 sources checked
    • cites Koehler & Mishra, 2009

      Couldn’t be matched to a paper in Crossref, so it can’t be checked.

    • cites Koehler et al., 2014

      Couldn’t be matched to a paper in Crossref, so it can’t be checked.

  • Interpretationown data

    Virtual mode of learning can serve as an alternative school-level approach to increase mathematics achievement.

    “the study suggests that virtual mode of learning can be an alternative learning approach in school level to increase the mathematics achievement.”
    Quote in the paperSubstantial claim
  • Premisereasoning

    Most studies of virtual learning in Nepal are based on quantitative surveys or qualitative methods.

    “Most of the studies regarding virtual learning in the Nepalese context are based on quantitative surveys and qualitative studies, however, an experimental study is needed at the school level to examine the impact of virtual mode in mathematics learning.”
    Quote in the paperSubstantial claim
  • The quote only partly states this claim. 6
  • May combine two claims. 6
  • Classified as probably not a substantial claim. 1

  • The quote only partly states this claim.

    Findingown data

    Students in the virtual-mode intervention group achieved significantly higher mathematics post-test scores than students in the face-to-face comparison group.

    “learners through virtual mode of leaning performed better than traditional face to face mode of learning mathematics”
    • Also stated in: § Findings and Discussion · plain
      “the average scores of intervention and comparison groups in the post-test were 23.09 and 17.88, and the difference between means was 5.21.”
    • Also stated in: § Findings and Discussion · plain
      “the learners who learned from virtual mode had better performance than the learners who learned from traditional face to face mode.”
    Quote in the paperSubstantial claim

  • May combine two claims.

    Findingown data

    In the pre-test, the intervention group's mean mathematics score was 7.90 and the comparison group's mean was 7.67, a difference of 0.23 that was not statistically significant (p=0.82).

    “the average scores of intervention and comparison groups in the pre-test are 7.90 and 7.67, and the difference between means is 0.23.”
    • Also stated in: § Findings and Discussion · plain
      “p-value in the two-tailed case for 95% confidence level is 0.82, which is greater than α value 0.05 in the case of pre-test (p= 0.82> 𝛼 =0.05).”
    Quote in the paperSubstantial claim

  • May combine two claims. The quote only partly states this claim.

    Study design and conductreasoning

    The virtual mathematics instruction was designed and delivered according to the TPACK framework, using tools such as Zoom whiteboard, Google Classroom, PowerPoint, videos, polls, chat box, and Google Form.

    “It means that the researchers applied the TPACK framework (Koehler & Mishra, 2009;Koehler et al., 2014) to facilitate the learning through VLE mode.”
    • Also stated in: § Findings and Discussion · plain
      “During teaching, the researcher fully prepared the content to be taught and modified her pedagogical approach by integrating technological tools such as Zoom whiteboard, Google Classroom, attractive PowerPoint, videos, polls, chat box, and Google Form and implementing in online classes to develop understanding and skills associated with the content.”
    Quote in the paperSubstantial claim0 of 2 sources checked
    • cites Koehler & Mishra, 2009

      Couldn’t be matched to a paper in Crossref, so it can’t be checked.

    • cites Koehler et al., 2014

      Couldn’t be matched to a paper in Crossref, so it can’t be checked.

  • Classified as probably not a substantial claim. May combine two claims. The quote only partly states this claim.

    Study design and conductown data

    The same test items were administered to both groups for the pre-test, and parallel test items were used for the post-test.

    “Same test item was used in both groups to conduct pre-test.”
    • Also stated in: § Tools and the Procedure of Data Collection · plain
      “same test item (parallel to pre-test) was used to conduct post-test in intervention and comparison group”
    Quote in the paperSubstantial claim

  • May combine two claims. The quote only partly states this claim.

    Study design and conductreasoning

    The study used a quasi-experimental non-equivalent group design because random assignment was not feasible or ethical.

    “This study has adopted quasi experimental research design.”
    • Also stated in: § Methodology Study Design · plain
      “In this study, randomization was not feasible due to the location of the students, their interest in the learning environment, the availability of electronic devices and the internet, as well as the other difficulties.”
    Quote in the paperSubstantial claim0 of 2 sources checked
    • cites Harris et al., 2006 source
    • cites White and Sabarwal (2014)

      Couldn’t be matched to a paper in Crossref, so it can’t be checked.

  • May combine two claims.

    Study design and conductown data

    The Mathematics Achievement Test items were based on the national curriculum and specification grid and were finalized through piloting that examined item difficulty and discrimination.

    “Mathematics Achievement Test item was prepared on the basis of curriculum and specification grid prescribed by curriculum Development Centre (CDC), Nepal and finalized by piloting in different school and testing difficulty index and discrimination index.”
    Quote in the paperSubstantial claim

  • May combine two claims. The quote only partly states this claim.

    Study design and conductown data

    The intervention and comparison groups were similar at baseline in number, pre-test average, geographical area, inclusiveness, and mathematics grades from prior examinations.

    “intervention and comparison groups were made similar on the basis of number, inclusiveness, grade of mathematics in Basic Level Examination, first-terminal examination and pre-test.”
    • Also stated in: § Methodology Study Design · plain
      “the groups were similar in number, average score and geographical area, as well as inclusive criteria.”
    • Also stated in: § Findings and Discussion · plain
      “This means there was no more difference in the pre-test, and the groups were similar.”
    Quote in the paperSubstantial claim

  • The quote only partly states this claim.

    Interpretationcitation

    The study's result aligns with Hughes et al. (2007), who reported superior algebraic understanding among online learners compared with traditional learners.

    “The finding of this study is similar to the finding of Hughes et al. (2007).”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites Hughes et al. (2007) source
8 of 8

  • The paper relies on this without support.

    The non-randomized intervention and comparison groups were comparable on all unmeasured characteristics that could affect mathematics achievement.

    “This study follows a non-equivalent group design, however, the groups were similar in number, average score and geographical area, as well as inclusive criteria.”

  • The paper relies on this without support.

    The statistical assumptions of the paired sample t-test, including normality, independence, and homogeneity of variance, were satisfied.

    “To examine whether the difference is significant or not, we used the paired sample t-test by SPSS 20 as follows:”

  • The paper relies on this without support.

    The post-test form was equivalent in difficulty to the pre-test form.

    “same test item (parallel to pre-test) was used to conduct post-test in intervention and comparison group”
3 of 3

Self-check

Percentages, sums and reported differences re-computed from the paper’s own numbers.

Each contradiction between two passages listed here was confirmed by an independent check.

  • Not all ninth-grade students at the sample schools participated

    Minor

    The paper says all ninth-grade students at both sample schools participated, but it also says that only 33 of the 64 ninth-grade students at UBVSS were selected for the comparison group.

  • The analysis method changes from independent to paired t-test

    Minor

    The methods section says an independent-samples t-test was used, but the findings and Table 2 identify the analysis as a paired-samples t-test. These are different tests.

2 of 2

Cites

The publisher hasn’t deposited this paper’s reference list.

Research works printed but not linked: 7

  1. [1]1. Amritesh, P.S., & Jeayaram, S. (2019). A study on student's perception towards virtual learning environment, Palakkad. International Journal of Recent Technology and Engineering (IJRTE). https://www.ijrte.org/wp-content/uploads/papers/v7i6/F2613037619.pdf
  2. [9]9. Dhakal. B. (2019). Virtual learning environment for engaged and interactive learning of higher mathematics [Unpublished doctoral dissertation]. Faculty of Education, Tribhuvan University, Nepal.
  3. [16]16. Joseph, B., &Ekemini, T. (2014). Challenges of blended e-learning tools in mathematics students' perspectives university of Uyo. Journal of Education and Learning, 4. https//files.eric.ed.gov/full text/EJ1075789.pdf
  4. [18]18. Koehler, M., & Mishra, P. (2009). What is technological pedagogical content knowledge (TPACK)? Contemporary issues in technology and teacher education, 9(1), 60-70. https://citejournal.org/volume-9/issue-1-09/general/what-is-technological-pedagogicalcontent- knowledge
  5. [19]19. Mendiburo, M. A. (2010). Virtual manipulative and physical manipulative: Technology's impact on fraction learning (Publication No. 3529303) [Doctoral dissertation]. Vanderbilt University, USA. Pro Quest Dissertation and Thesis Global Ministry of Education, Science & Technology (MoEST). (2016). National educational policy, 2076.
  6. [27]27. Simsek, I. (2016). The effect of 3D virtual learning environment on secondary school third grade students' attitudes toward Mathematics. Turkish Online Journal of Educational Technology- TOJET15(3), 162-168. https://files.eric.ed.gov/fulltext/EJ1106361.pdf
  7. [28]28. Smith, J. T. (2004). The efficacy of online mathematics courses: How well are students learning mathematics in online course environments (Publication No. 3145291) [Doctoral dissertation]. University of California. Pro Quest Dissertation and Thesis Global.

Related

Authors
Dhakal, P. K., & Khanal, B.
Affiliations
  • Mid-West University (NP)
  • Tribhuvan University (NP)
ORCID
Khanal, Bishnu
Venue
Academic Journal of Mathematics Education
Publisher
Nepal Journals Online (JOL)
Published
2025-12-31
Volume
8
Issue
1
Pages
108-118
ISSN
2645-8292 (ISSN-L)
DOI
10.3126/ajme.v8i1.95353
OpenAlex
W7163582881
Cited by
0
References
0
FWCI
0.00
Type
journal article
Language
en
Open access
Locations
Academic Journal of Mathematics Education (publishedVersion)
Funders
  • Tribhuvan University
  • University Grants Commission
  • University Grants Commission- Nepal (Edu-02)
Topics
  • Social Sciences › Education › Online and Blended Learning
  • Social Sciences › Education › Online Learning Methods and Innovations
  • Physical Sciences › Mathematics › Applied Mathematics › Mathematics Education and Pedagogy
Keywords
mathematics achievement, virtual learning, face-to-face learning, online learning, school students

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