ISSN: 2222-6990
Open access
Online teaching and learning have witnessed tremendous growth in recent years. Thanks to progressive technological developments, researchers and educators are facilitated in conducting classes online to ensure teaching and learning processes remain on schedule. Such rapid growth in online learning renders it crucial for researchers to seek for understanding the manner in which an online classroom impacts learners. Previous studies have shown various e-learning and online learning tools that are effective for teaching and learning purposes in the health and dentistry professions. The current study was thus aimed at validating some effective online teaching and learning instruments for quantitative subjects, as well as organising and summarising the findings into a few core factors. Data were collected from undergraduates that had signed up for quantitative subjects using a Web-based instrument during the Coronavirus Disease 2019 COVID-19 pandemic, ranging from Monte Carlo and parallel analyses to principal components with varimax rotations. Subsequently, 20 items were reduced to three factors in which 16 of them were maintained, while the total variance explained was able to retain 75.382% of the original 100%. Out of the 16 items, eight items were correlated with the attitude factor, while six and two items were correlated with educator and flexibility factors, respectively. It is hoped that these factors can be henceforth utilised as the basic approach for supporting online teaching and learning effectiveness in the education industry at present and for the future.
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In-Text Citation: (Li, 2021)
To Cite this Article: Li, C. C. (2021). Online Learning on Quantitative Subjects during COVID-19: Identifying Factor Analysis for Teaching Effectiveness. International Journal of Academic Research in Business and Social Sciences, 11(5), 127–138.
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