J 2024

RESULTS OF MATHEMATICS EXAMINATIONS BEFORE, DURING, AND AFTER THE COVID-19 RELATED RESTRICTIONS

ULRYCHOVÁ, Eva, Renata MAJOVSKÁ and Petr TESAŘ

Basic information

Original name

RESULTS OF MATHEMATICS EXAMINATIONS BEFORE, DURING, AND AFTER THE COVID-19 RELATED RESTRICTIONS

Name in Czech

RESULTS OF MATHEMATICS EXAMINATIONS BEFORE, DURING, AND AFTER THE COVID-19 RELATED RESTRICTIONS

Authors

ULRYCHOVÁ, Eva, Renata MAJOVSKÁ and Petr TESAŘ

Edition

Journal on Efficiency and Responsibility in Education and Science, Praha, Czech University of Life Sciences Prague, Faculty of Economics and Management, 2024, 2336-2375

Other information

Language

English

Type of outcome

Článek v odborném periodiku

Field of Study

50301 Education, general; including training, pedagogy, didactics [and education systems]

Country of publisher

Czech Republic

Confidentiality degree

není předmětem státního či obchodního tajemství

Organization unit

University of Finance and Administration

UT WoS

001332628800002

Keywords (in Czech)

Covid-19 pandemic; form of examination; mathematics; online exam; statistical evaluation; written test

Keywords in English

Covid-19 pandemic, form of examination, mathematics, online exam, statistical evaluation, written test

Tags

International impact, Reviewed
Změněno: 8/11/2024 07:51, Mgr. Tereza Denišová, DiS.

Abstract

V originále

The article deals with the results of mathematics examinations at the University of Finance and Administration in Prague before, during, and immediately after the Covid-19 pandemicrelated restrictions. The first objective is to evaluate whether the non-standard forms of testing (correspondence and online), used on an emergency basis during the pandemic, were adequate compared to the standard form (face-to-face) applied before the pandemic. The second objective is to assess whether and to what extent the results of the examinations have changed after the return of teaching and testing methods to normal. It turns out that the use of non-standard forms, although more challenging for teachers to control, did not lead to better results – the results in the correspondence form were similar to the standard form and even worse in the online form. The results of examinations administered in the standard form after the return to normal teaching were significantly better than in any of the periods studied, including the standard form of examination before the pandemic. Possible reasons for the results are analysed in the paper.