STEM learning during the COVID-19 pandemic in Qatar: Secondary school students’ and teachers’ perspectives

This study examines how students and teachers perceive science, mathematics, engineering and technology (STEM) learning during the COVID-19 pandemic. Data was collected through student and teacher surveys, conducted in 22 public and 17 private secondary schools at Qatar. Participants included 1,505...

Ausführliche Beschreibung

Gespeichert in:
Bibliographische Detailangaben
Veröffentlicht in:EURASIA Journal of Mathematics, Science and Technology Education Science and Technology Education, 2022, Vol.18 (6), p.em2123
Hauptverfasser: Kayan Fadlelmula, Fatma, Sellami, Abdellatif, Le, Kien
Format: Artikel
Sprache:eng
Schlagworte:
Online-Zugang:Volltext
Tags: Tag hinzufügen
Keine Tags, Fügen Sie den ersten Tag hinzu!
Beschreibung
Zusammenfassung:This study examines how students and teachers perceive science, mathematics, engineering and technology (STEM) learning during the COVID-19 pandemic. Data was collected through student and teacher surveys, conducted in 22 public and 17 private secondary schools at Qatar. Participants included 1,505 students and 545 teachers in grades 11 and 12. Results showed students’ and teachers’ demographic factors, including gender, school type, grade level, and majors, emerged as salient predictors of perceptions of the pandemic as disruptive to students’ STEM learning. Specifically, both students and teachers perceived keeping up with coursework, being physically isolated from classmates, and keeping a regular schedule at home to be key barriers. Results further revealed that neither students nor teachers viewed communicating with staff and teachers, losing contact with teachers, or accessing and using technology as barriers. Moreover, school type and gender were important predictors of how students and teachers perceived STEM learning during the pandemic.
ISSN:1305-8215
1305-8223
DOI:10.29333/ejmste/12102