Differences in Student Enthusiasm and Mathematics Learning Outcomes in Online and Offline Oral Exams

Dzakiyyah Rosyidah Safinatunnajah, Budi Manfaat, Nurma Izzati

Abstract


This study aims to investigate the differences in students' enthusiasm and mathematics learning outcomes between online and offline oral examinations. The research employed a quasi-experimental method with a counterbalanced design, involving 64 eighth-grade students. Enthusiasm data were collected using a Guttman scale, while learning outcomes were assessed through validated oral exams on Algebra and Linear Equations in One Variable (LEOV) materials. The Mann-Whitney U test revealed a significant difference in learning enthusiasm between the online and offline groups (p = 0.005), with higher enthusiasm observed in the offline group. Independent t-tests also indicated significant differences in mathematics learning outcomes for both Algebra (p = 0.043) and LEOV (p = 0.014). The large effect sizes (d = 2.04 for Algebra and d = 2.45 for LEOV) suggest a substantial practical impact of the examination mode. Therefore, offline oral examinations are proven to be more effective in enhancing students’ enthusiasm and learning outcomes, particularly in mathematics education.


Keywords


Learning enthusiasm; Mathematics learning; Oral examination; Outcomes

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DOI: https://doi.org/10.17509/ijert.v5i3.88003

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