Preservice mathematics teachers’ motivation to study online amidst COVID-19

Abstract

The present study investigated the motivation of preservice mathematics education students to engage in online mathematics learning during the COVID-19 pandemic. The study employed the descriptive survey research method. The sample size of 240 students from the Department of Mathematics and ICT Education at the University of Cape Coast, Cape Coast, was determined using Krejcie and Morgan’s (1970) table. Data from the students was collected using a questionnaire that was produced internally. The data collected was analysed using descriptive statistics, namely the mean and standard deviation. The research revealed that students exhibit a lack of motivation to engage in online mathematics learning, mostly attributed to the presence of diverse media formats such as audio, video, and textual materials. The adaptation of e-learning has been seen to provide challenges in the context of mathematics education. Specifically, the process of studying mathematics online is inherently difficult, leading to a lack of comfort and positivity among students. Furthermore, the online learning environment may not adequately facilitate the acquisition of new mathematical concepts. Consequently, students tend to express dissatisfaction with wholly online mathematics courses. The report provides recommendations based on its findings.