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A meaningful engagement of learners is critical in the quality teaching and learning of mathematics at school level. Learner engagement has been an ongoing issue in mathematics classrooms in Nepal and elsewhere. In this context, this study aimed to examine the level of engagement (behavioral, social, emotional, and cognitive activities) and their association with learning mathematics through the virtual mode of instruction during the pandemic. The cross-sectional online survey design was employed among 402 secondary-level mathematics teachers in Nepal. Descriptive statistics, correlation, and structural equation modeling were the major statistical techniques used in research. The findings indicate that the level of behavioral, social, emotional, and cognitive engagement of students was found to be high in the online mode of instruction. Additionally, cognitive engagement has significant highest impact on social, behavior, and emotional engagement.

The literature shows that that there are effects of different engagements on learning. However the current research is focused on the effect of each type of engagements on the other and student learning. On the other hand, the situation of social, emotional, behavioral, and cognitive engagement in mathematics learning through online during the COVID-19 pandemic in a developing country, such as Nepal, is the main issue raised in the research. Research on the engagement pattern of students in the online mode of delivery is quite a novel issue in Nepal where it is an important component of learning. So, this study focused on finding the answers to the following questions:

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In the third classroom context, a mathematics teacher does not show up in a classroom. The school has been closed due to the COVID-19 pandemic. The teacher, who has access and resources to make classroom videos, records his lecture and uploads it to YouTube. The teacher greets the students in grade 6 and welcomes them to his virtual lesson. He then introduces the unit and topic of discussion as sets, elements of sets, and writing a set and its elements in set notations. He reminds the students that they have experienced the concept of sets in everyday life. He shows a bundle of marker pens and explains that it is a set of marker pens. Then, he shows a set of geometrical instruments in a box. He shows students (audiences) a protractor, a ruler, a compass, a setsquare, and a divider from the box. He explains that these individual pieces form elements of a set of geometric instruments. He then demonstrates pictures of some fruits and vegetables on the white board and asks the students if the elements can be well defined. He explains whether it could be defined as a set or not. He then separates two sets: a set of vegetables and another set of fruits. He continues by explaining the elements of sets and how to write these elements in mathematical notation. This online class is a lecture without students joining at the same time. In this sense, it is an asynchronous class where students are not directly engaged in the learning process at the same time when the teacher is giving his lecture. That means there is a lack of student engagement in the teaching-learning process. It is a one-way lecture by the teacher to the intended learners [20].

Moreover, a study by the Education Review Office [ERO] has shown that school-level mathematics achievement in Nepal is comparatively lower than in other subjects [28, 29]. ERO [29] has suggested providing maximum learning opportunities for students. Similarly, Cevikbas and Kaiser [30] state that a low level of engagement of the student in mathematics learning can be a factor for the low level of achievement. Learner engagement patterns in the virtual learning environment are relatively novel issues in the context of school mathematics in Nepal. This issue needs to be explored in order to examine how the learner engagement was affected by the COVID-19 pandemic, especially when the schools and educational institutions had to rely on virtual classes.

The study was carried out among the mathematics teachers in Nepal at school level. The research focused on the online mode of instruction of mathematics which was recently introduced in Nepal during the COVID pandemic. Hence, only digitally trained teachers were considered for the study sample. The research was entirely online survey-based design with a cross-sectional online quantitative study. There are not any ethical boards for research in Nepal to review research proposals and tools. However, an approval to this study was obtained from the Department of ICT Education, Central Campus Kirtipur, Tribhuvan University, Nepal for its authenticity and ethical concerns.

High school mathematics teachers were contacted through professional organizations and institutions such as the Nepal Mathematical Society and the Council of Mathematics Education during professional development activities and training in virtual mode. A total of 1,333 mathematics teachers were sent the online questionnaire through a link in the Google Form. The questionnaire included an introductory paragraph informing participants about the purpose of the study, time expected to fill up the questionnaire, their right to withdraw from the study, potential risk, data use, and protection of their personal identity. If they consented, then they would be able to go to the next page with the questions/items. If they did not consent, then they would exit from the survey. This way, the participants chose to participate in the study voluntarily. Out of the 1,333 high school teachers who received the online questionnaire, only 402 (30.16%) responded and participated in the survey. By taking a 5% confidence interval in the assumed population, the appropriate sample size was 298 [58]. However, the respondent of this study was 402. Hence, the simple of the research was representative and sufficient so that the results could be generalizable to the entire population of high school teachers in Nepal.

The purpose of the research was to identify the level of learner engagement in terms of behavioral, social, emotional, and cognitive activities in virtual learning of mathematics during the COVID-19 pandemic in Nepal. The level of engagement was found to be high in almost all items indicating that learners can be activated on their different activities during virtual learning, almost similar way like face-to-face classes. Additionally, these findings also suggest that the engagement of students on online modes of instruction in social, behavioral, cognitive, and emotional aspects can be transformed through the use of technology [27]. Technology can reform an internal process of education [11] with a higher level of cognitive, social, and emotional engagement of students in online classes than behavioral engagement reflects that the learners and tutors should have more focus on behavioral engagement-related activities [3]. The learning engagement on self-learning and responsible for their learning by doing found to be good which was also the beauty of virtual learning [49, 54].

The Mathematics Education group is involved in creative scholarlyactivities, oversees the Department's teacher preparation course(including an innovative secondary teacher preparation program), andcarries out an array of outreach projects for school-age students,teachers, and parents. The Mathematics Education group maintains astrong program of research and scholarly productivity. They haveproduced innovative, nationally published texts for college studentsas well as a series of nationally available K-8 mathematics texts. Inresearch, the group focuses on teacher education and on issues ofequity and diversity in the teaching and learning of mathematics,primarily within a socio-cultural framework. There is also anincreasing interest in research in mathematics education at theundergraduate level. The creation in 1992 of a mathematics educationoption in the department's Ph.D. program and a teaching option in theMA program complement these research activities. There is currently aMathematics Education Research colloquium that serves as a forum fordiscussion for graduate students and faculty working in this area.

In the literature review, empirical studies proved that beliefs as part of metacognition were consistently associated with mathematics achievements (Hidayatullah & Cskos, 2022; Hofer, 2000; Schommer-Aikins et al., 2005). For instance, a study by Schommer-Aikins et al. (2005) suggested that what students perceive about the nature of mathematics affects their achievement. Students tend to fail academically when they think that mathematical tasks can be solved very quickly. Moreover, research also indicated that beliefs are not only associated with achievements but also it is associated with attitudes and motivation (Hofer, 2000; Rarujanai et al., 2022). Fishbein (1963) pointed out that attitude is a function of personal beliefs. In other words, personal beliefs are a source of information that generates individual motivation attitudes toward mathematics and in turn, influences mathematics achievements. e24fc04721