Abstract:

Obviously, the success of pupils' learning in the digital environment depends on their positive motivation. At the same time, the changes in the usual conditions, forms and means of learning can affect this phenomenon in some way (positively or negatively). Therefore, the problem of studying the impact of online learning on pupils' motivation to study mathematics is relevant.

Methods for diagnosing pupils' motivation to study mathematics involved the implementation of diagnostic methods for studying the motivational sphere of pupils in teaching mathematics by S. Ovechkina and A. Kolchanov. In the process of experimental research, an online questionnaire was compiled.

Three blocks of questions were used to research:
1) interest in the study of mathematics (personal meaning of learning, the degree of development of goal setting, types of motivation, internal and external motives, the focus on success in learning);
2) behavioral component (behavioral reaction, preservation of internal stability – self-regulation, self-control);
3) self-assessment of educational abilities in mathematics. For each block of questions was determined by the number of points and the corresponding level of detection of a certain property – high, medium, low. The total number of points determined the level of motivation to study mathematics: high, normal, conservative, low.

The experimental research was conducted in the 2019-2020 and 2020-2021 academic years at the Odesa private lyceum "Mriya" (Ukraine) and involved 84 pupils in 5-11 grades. The first stage took place at the beginning of the introduction of quarantine restrictions (March, 2020), when pupils first switched to online learning. At that time, 23.8% (20 pupils) showed a high level of motivation to study mathematics, 38.1% (32 pupils) – a normal level; the rest of the participants of the experiment were divided equally between conservative and low levels of motivation and amounted to 19.05% (16 pupils) from all respondents.

The second stage of the research (June, 2021) was conducted after several periods of online learning. The results of the re-survey show that there was a slight decrease in high-level quantitative indicators – only 22.6% (19 pupils) show a high level of motivation to study mathematics. At the same time, the percentage of pupils who show a normal level of motivation increased slightly – 40.5% (34 pupils). On the positive side, there is a decrease in the number of pupils with a low level of motivation – 16.7% (14 pupils) and the increase in the number of conservative level pupils – 20.2% (17 pupils).

The obtained data affirm that the involvement of the online form of teaching mathematics for the pupils of 5-11 grades, provided that it occurs sporadically and correctly, does not significantly affect the level of motivation to study mathematics. So, the motivation of pupils to study mathematics almost does not depend on the form of education in terms of sufficient quality of the educational process, the cognitive climate in a school. It should be noted that in the lyceum where the research was conducted, the basic principles of correct usage of online mathematics education were observed: the presence of no more than 15 participants in the study group; visualization of mathematical information; involvement of interactive means; using of personalized learning approaches; variability of content, pace of learning, etc.

Keywords:

Mathematics, online learning, motivation, education, secondary school.