A COMPARATIVE REVIEW OF ONLINE AND IN-PERSON MATHEMATICS INSTRUCTION: EFFECTIVENESS, CHALLENGES, AND INFLUENCING FACTORS

Abstract

This comparative review explores the effectiveness of online versus in-person mathematics instruction, focusing on key factors that influence student learning outcomes. As education shifted to digital platforms, particularly during the COVID-19 pandemic, new opportunities and challenges arose especially in a cognitively demanding subject like mathematics. Emotional factors such as anxiety, stress, and external problems have significantly hindered students' engagement and focus. In parallel, the lack of a supportive home environment and inconsistent parental involvement have further impacted performance. Technological barriers, including limited internet access and inadequate digital devices, have exposed gaps in digital equity, affecting participation and continuity in learning. Furthermore, reduced teacher-student interaction in virtual settings has made personalized feedback and conceptual teaching more difficult, while online learning fatigue and reduced motivation have contributed to lower student satisfaction and achievement. While online learning provides flexibility, this review highlights the pressing need for enhanced instructional strategies, improved infrastructure, and greater attention to students' emotional and motivational needs. Addressing these challenges is crucial for ensuring effective mathematics education in both virtual and traditional learning platforms. This review selected peer-reviewed literature in English focusing on school-level mathematics education in online and in-person settings, particularly in contexts similar to Sri Lanka, with emphasis on studies addressing learning outcomes, emotional and motivational challenges, digital equity, and instructional effectiveness.