Developing and integrating digital resources in online mathematics instruction and assessment during Covid-19

Figures & data

Table 1. Detail of sociodemographic characteristics (n = 456)

Variables	Categories	Frequency (%)	Variable Categories	Frequency (%)
Gender			Teaching level
	Female	44(9.6)	Basic	97(21.3)
	Male	412(90.4)	Secondary	98(21.5)
Experience			Higher secondary	261(57.2)
	<10 years	213(46.7)	Time of taking online classes
	≥10 years	243(53.3)	Before 1 year	174(38.2)
			Before ≥1 year	282(61.8)

Figure 1. Conceptual framework.

Table 2. Reliability and validity of the instrument

Construct	CR	AVE	HTMT Analysis
			DRD	SDR	IDR	SE
Digital Resource Development (DRD)	0.60	0.30
Sharing Digital Resources (SDR)	0.73	0.44	0.39
Integration of Digital Resources (IRD)	0.63	0.32	0.57	0.73
Student Assessment (SA)	0.66	0.41	0.46	0.74	0.87

Table 3. Mathematics teachers’ self-reported use of digital resources in instructional practices (n = 456)

Items with dimensions	Mean	SD	t-value	FL	ITC
Digital Resource Development (DRD)	2.07	0.48	2.89*
Hard to develop digital resources for mathematics content	1.85	0.59	−5.54*	0.31	0.31
Use google drive (classroom, docs, slide, file, Jamboard) for developing content	2.19	0.72	5.65*	0.42	0.40
Use of mathematical tools to develop content	2.16	0.66	5.08*	0.80	0.61
Sharing Digital Resource (SDR)	2.30	0.47	13.68*
Share audio and video content online	2.33	0.63	11.15*	0.69	0.60
Sharing web resources using social media, email, drives, etc. in online mode	2.34	0.60	11.94*	0.70	0.65
Sharing digital content through different LMS and digital library tools	2.06	0.62	2.02*	0.60	0.59
Share text content online	2.48	0.61	16.54*	0.66	0.60
Integration of Digital Resources (IRD)	2.29	0.43	14.36*
Digital resources are used to visualize mathematical content	2.40	0.54	15.74*	0.60	0.59
Use of digital whiteboard while teaching mathematics	2.34	0.66	10.82*	0.60	0.59
Use of discussion forum to facilitate the students learning	2.14	0.55	5.35*	0.50	0.51
Students Assessment (SA)	2.21	0.48	9.38*
Use of online assessment tools (online form, quizzes and puzzle) in assessment	2.27	0.61	9.43*	0.70	0.62
Use of rubrics to evaluate the students’ work	2.02	0.66	0.49	0.64	0.58
Use of LMS for students’ assessment	2.35	0.59	12.57*	0.57	0.61

*p < 0.01, ITC- Item total correlation, FL-Factor loading.

Figure 2. Relationship between the variables of using digital resources in instructional performs.

Table 4. Model fit indices

Indicators	CMIN	DF	CMIN/DF	GFI	AGFI	IFI	CFI	RMSEA
Model	180.7	56	3.23	0.94	0.91	0.92	0.92	0.07
Threshold criteria			<5	>0.90	>0.90	>0.90	>0.90	<0.08

Figure 3. Effect of DRD, SDR, and IDR on SE.

Figure 4. Effect of sample characteristics, DRD, SDR, and IDR on SE.

Figure 5. Effect of sample characteristics, DRD, and SDR on IDR.

Figure 6. Effect of sample characteristics and DRD on SDR.

Figure 7. Effect of sample characteristics on DRD.

Table 5. Result of the total increase in node purity and mean decrease in accuracy variables

Variables	SE		IRD		SDR		DRD
	MDA	TINP	MDA	TINP	MDA	TINP	MDA	TINP
Gender	5.15e −3	2.42	1.54e −3	1.98	2.51e −3	6.04	0.02	4.29
Experience	5.08e −3	3.09	0.03	5.06	0.02	5.20	0.01	4.27
Teaching Level	7.30e −3	4.59	0.03	7.01	−2.74e −3	9.06	−0.02	4.76
Online class time	3.90e −3	4.07	8.75e −3	4.49	0.02	5.75	0.03	7.20
DRD1	0.02	5.73	0.06	10.10	0.03	9.92
DRD2	0.03	6.03	0.01	6.11	0.03	7.17
DRD3	0.02	8.11	0.09	15.90	0.23	24.10
SDR1	0.03	7.11	0.05	10.70
SDR2	0.13	11.20	0.06	11.70
SDR3	0.13	13.70	0.07	12.30
SDR4	0.05	10.20	0.10	11.90
IDR1	0.09	9.42
IDR2	0.06	9.48
IDR3	0.09	12.70

TINP-Total increase in node purity, MDA-Mean decrease in accuracy DRD-Digital resource development, SDR-Sharing digital resources, IRD-Integration of digital resources, SA-Students assessment.

Data availability statement

The data for this study can be obtained from Harvard Dataverse: https://doi.org/10.7910/DVN/YJK1J4