ABSTRACT
The paper describes the results of the case study where the students’ outcomes in the mathematics midterm exams were compared regarding the type of teaching method used during the course: in-class or online. In the analyses, various factors such as prior knowledge of math from secondary school, engagement in learning activities, and success in e-lessons were taken into account. The results of the case study could not confirm any significant difference in the average outcomes of students from both groups. We can therefore conclude that the type of teaching method (in-class or online), as well as the method of knowledge examination, have no significant impact on students’ outcome. Furthermore, the results also showed that the students who took the course online expressed a higher level of engagement in comparison to those who participated in class. Their greater engagement in learning activities can be explained through the fact that the online course took place during lock-down due to the COVID-19 pandemic in Slovenia. Namely, the strong lock-down measures disable the students to perform various extracurricular activities, which can result in their stronger motivation to perform study activities on a regular basis. © 2021 Samo Drobne – Lidija Zadnik Stirn – Mirjana Kljajić Borštnar – Janez Povh – Janez Žerovnik