Challenges and Prospects of Virtual Method of Learning Mathematics: Analysis of Satisfaction and Needs Amongst Students of Tertiary Institutions in Kano State

Abstract

The research delved into an examination of the challenges and potential opportunities associated with virtual mathematics learning, focusing on the analysis of student satisfaction and their specific requirements within the tertiary education institutions of Kano State. The study established three primary objectives and formulated three corresponding research inquiries to guide its investigation. Employing an ex-post-facto research design, the research employed a comprehensive questionnaire as its primary data collection tool, consisting of four distinct sections: demographic information (1 – 5), student satisfaction with virtual learning (6 – 12), pre-and post-virtual learning assessments (13 – 20), and student needs regarding virtual lessons. The research population encompassed all tertiary institution students in Kano State, from which a representative sample of two hundred and fifty students was selected using a combination of stratified and simple random sampling methods. Data analysis was conducted using SPSS version 20, with descriptive statistics, particularly frequency and percentage, serving as the primary analytical tools. The findings of the study unveiled several critical insights, including the inadequacy of virtual mathematics instruction for effective teaching and learning. Notably, student dissatisfaction stemmed from inadequate teacher preparation, resulting in suboptimal learning experiences. Furthermore, there was a noticeable neglect of addressing the specific needs of learners both before and after virtual learning sessions. In light of these findings, the study puts forth several recommendations. Firstly, it suggests that virtual learning methods must be meticulously organized and rendered attractive to engage students effectively, while simultaneously providing clear guidance on the essential prerequisites. Secondly, measures must be taken to ensure consistent and stable network connectivity to minimize disruptions during virtual lessons. Additionally, the timing of virtual lessons should be optimized to create a conducive learning environment for students. Lastly, the study underscores the importance of replicating the research to examine potential variations in individual gender responses to the virtual learning method.