Mathematical Modeling Approach to Assessing Math Education Levels in Secondary and High Schools: Pandemic Impact and Post-Pandemic Projections
This study compares the views of mathematics teachers in private and public schools on mathematics education during the COVID-19 pandemic from their perspectives after the pandemic, focusing on factors influencing secondary and high school mathematics education. In this study, the survey method was...
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| Main Authors: | , , , |
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| Format: | Article |
| Language: | English |
| Published: |
MDPI AG
2025-07-01
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| Series: | Systems |
| Subjects: | |
| Online Access: | https://www.mdpi.com/2079-8954/13/7/532 |
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| Summary: | This study compares the views of mathematics teachers in private and public schools on mathematics education during the COVID-19 pandemic from their perspectives after the pandemic, focusing on factors influencing secondary and high school mathematics education. In this study, the survey method was used to collect data. The survey method was employed to obtain information for this investigation. During the 2023–2024 school year, 644 math teachers took part in the study. Of these, 260 were from private schools, and 384 were from public schools. There are 10,323 teachers in public schools and 694 in private schools, and this sample size is more than the 371 participants that are needed for statistical purposes (based on Cochran’s formula at a 95% confidence level and a 5% margin of error). A scale consisting of thirteen 5-point Likert-type questions was developed by researchers for data collection, and mathematical modeling techniques were employed. Factor analysis using SPSS 24.00 revealed four key factors influencing teachers’ responses: teachers’ professional development and support, job satisfaction, students’ engagement, and teaching experience. The results highlight significant disparities between public and private schools in mathematics education, attributed to various factors to be elucidated further in the subsequent discussion. |
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| ISSN: | 2079-8954 |