Analyzing the problems of virtual education evaluation of elementary math courses, a case study of the city of Sarbaz

Education in virtual space has many points. In this article, its weaknesses are discussed. One of the weaknesses of virtual education in our country is the low speed of the Internet and the lack of sufficient infrastructure. The impossibility of face-to-face training is another problem of virtual training. Face-to-face communication is one of the most useful motivators in learning. The impossibility of group activity in virtual space is another weakness in this space. The purpose of this research is to investigate the disadvantages and challenges of virtual teaching of mathematics in the academic year of 2011-2014. The statistical population is all the students of three primary schools (Imam Sadegh (as) of Parkestan, Sadeghin Angouri, Allameh Majlesi of Shishkandep) of Sarbaz city. The total number of the statistical population includes 3 primary schools with the number of 270 students and the statistical population of our sample included 69 students. Their views regarding the disadvantages of virtual teaching of math lessons were collected through a questionnaire. The face and content validity of the questionnaire was confirmed by the opinion of educational experts and experienced teachers, and the reliability of the questionnaires was confirmed by calculating the Cronbach's alpha coefficient (α = 0.75). The data was analyzed using descriptive statistical tests and the t-test. The mean and The standard deviation of the total score of the advantages of virtual education (average of 5 scores) in students with virtual education was 3.1 and in students without virtual education was 2.8. With the independent.