E-LEARNING IN MANIPULATIVE GEOMETRY TEACHING
E-LEARNING IN MANIPULATIVE GEOMETRY TEACHING

Summary/Abstract: In the beginning of 2020, COVID-19 pandemic changed the way of teaching methods at universities in Slovakia. In a very short time, the traditional lectures had to be replaced by on-line lessons, often without any preparation of teachers to such a form of lectures. Although teachers were able to teach at the faculty, the students watched their lessons in the comfort of their homes. In the present paper, we focus on the impact of COVID-19 pandemic on the level of students’ knowledge from the subject Manipulative Geometry. We analyse the results of the experiment, which was conducted on a sample of 249 students of the Pre-School and Elementary Pedagogy at Trnava University, Faculty of Education. We compare the results of three groups of students: external students taught by a blended learning, daily students taught by a combination of video-lessons and e-learning course, and external students taught by a combination of video-lessons and e-learning course. The way of teaching of the second and the third group was influenced by a ban of a face-to-face lessons as a result of the pandemic situation in Slovakia. Using statistical hypothesis testing, we prove that there is no significant difference in the results of the groups in the final test, from which follows that the restrictions connected with the COVID-19 had no negative impact on the level of students’ knowledge. Thus, the results of our research reveal that thanks to a proper use of digital technologies it is possible to eliminate the negative effect of the ban of face-to-face lessons.

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