Online Learning on Mathematics Achievement at the Higher Secondary Level

The study identifies psychological elements that influence students' mathematical performance.A pre-test and post-test nonequivalent control group quasi-experimental research design was used in this study.Using a factorial matrix, the quasi-experimental design was utilized to compare the treatment's (at two levels) scores crossed with gender (at two levels).One intact class was chosen using simple random sampling.The results show a strong positive correlation between mathematics achievement and teacher effectiveness.Students' learning outcomes in mathematics were significantly impacted by teachers who displayed excellent instructional quality, exhibited good pedagogical content understanding, and managed their classes effectively.The study also showed that the use of online learning on mathematics achievement had a favorable impact on students' performance.Online classrooms enabled engaging debates, group problemsolving, and individualized learning experiences, which contributed to improved mathematics performance.