STEM Learning during the COVID-19 Pandemic in Qatar: Secondary School Students' and Teachers' Perspectives

Autor/inn/en	Kayan Fadlelmula, Fatma; Sellami, Abdellatif; Le, Kien
Titel	STEM Learning during the COVID-19 Pandemic in Qatar: Secondary School Students' and Teachers' Perspectives
Quelle	In: EURASIA Journal of Mathematics, Science and Technology Education, 18 (2022) 6, (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Kayan Fadlelmula, Fatma) ORCID (Sellami, Abdellatif) ORCID (Le, Kien)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1305-8215
Schlagwörter	Foreign Countries; Secondary School Teachers; Secondary School Students; Teacher Attitudes; Student Attitudes; STEM Education; Pandemics; COVID-19; Student Characteristics; Teacher Characteristics; Qatar + Suchen Sie Ihr Suchwort? Ausland; Sekundarschüler; Lehrerverhalten; Schülerverhalten; STEM; Katar
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01