Empowering Minds, Transforming Mathematics: Harnessing the Potential of Self-Efficacy in Instruction

Introduction

The COVID-19 pandemic has had a significant impact on education worldwide. In early 2020, schools and universities were closed or moved to remote learning to slow the spread of the virus. This sudden shift to online learning created significant challenges for students, teachers, and parents alike. The pandemic has disrupted the traditional methods of teaching and learning, leading to changes in the way that education is delivered. The move to online learning has highlighted existing inequalities and exacerbated the digital divide, with students from low-income households and rural areas facing challenges in accessing online learning resources (Moore, Vitale & Stawinoga, 2018). Additionally, the pandemic has highlighted the need for teachers to have training and support in using technology to deliver effective instruction, particularly for Mathematics and other STEM subjects (Capone & Lepore, 2022). Students’ and teachers’ mental health and wellbeing have also been impacted by the pandemic (Hamilton & Gross, 2021). The pandemic's anxiety and uncertainty, as well as remote learning's social isolation, have contributed to rising rates of anxiety and depression among students and teachers. This has brought to light the necessity for colleges and universities to offer resources and support for mental health to assist students and faculty in coping with the pandemic’s challenges. The pandemic has also had an impact on the world economy, which has resulted in funding reductions for education and financial difficulties for colleges and universities. There have been additional disruptions to the educational system since many institutions being forced to reduce staff and programs (Settersten et al, 2020).

In general, the COVID-19 pandemic has had a significant impact on education and will do so for years to come. The pandemic has brought to light the importance of mental health support and resources for students and educators as well as the need for greater investment in technology and infrastructure to support remote learning. Additionally, it has highlighted the necessity of ongoing research and innovation in education to adjust to the shifting requirements of both students and teachers in a post-COVID world.