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AuthorFadlelmula, Fatma Kayan
AuthorSellami, Abdellatif
AuthorLe, Kien
Available date2022-08-24T05:33:33Z
Publication Date2022-01-01
Publication NameEurasia Journal of Mathematics, Science and Technology Education
Identifierhttp://dx.doi.org/10.29333/EJMSTE/12102
CitationKayan Fadlelmula, F., Sellami, A., & Le, K. (2022). STEM learning during the COVID-19 pandemic in Qatar: Secondary school students’ and teachers’ perspectives. Eurasia Journal of Mathematics, Science and Technology Education, 18(6), em2123. https://doi.org/10.29333/ejmste/12102
ISSN13058215
URIhttps://www.scopus.com/inward/record.uri?partnerID=HzOxMe3b&scp=85132521592&origin=inward
URIhttp://hdl.handle.net/10576/33389
AbstractThis 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.
SponsorThis research is supported by the Qatar University Office of Research Support, under the grant number QUCG-SESRI20/21-1 for the project entitled “Barriers to Student Participation STEM Education in Qatar”.
Languageen
PublisherModestum LTD
SubjectCovid-19
gender
Qatar
school type
secondary school
STEM
TitleSTEM learning during the COVID-19 pandemic in Qatar: Secondary school students’ and teachers’ perspectives
TypeArticle
Issue Number6
Volume Number18
ESSN1305-8223
dc.accessType Open Access


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