STEM learning during the COVID-19 pandemic in Qatar: Secondary school students’ and teachers’ perspectives
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1 Core Curriculum Program, Deanship of General Studies, Qatar University, Doha, QATAR2 Education Research Center, College of Education, Qatar University, Doha, QATAR3 Social and Economic Survey Research Institute, Qatar University, Doha, QATAR* Corresponding Author
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.
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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Article Type: Research Article
EURASIA J Math Sci Tech Ed, 2022, Volume 18, Issue 6, Article No: em2123
https://doi.org/10.29333/ejmste/12102
Publication date: 22 May 2022
Article Views: 1862
Article Downloads: 1386
Open Access Disclosures References How to cite this articleDisclosure
Declaration of Conflict of Interest: No conflict of interest is declared by author(s).
Data sharing statement: Data supporting the findings and conclusions are available upon request from the corresponding author(s).
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How to cite this article
APA
Kayan 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
Vancouver
Kayan Fadlelmula F, Sellami A, Le K. STEM learning during the COVID-19 pandemic in Qatar: Secondary school students’ and teachers’ perspectives. EURASIA J Math Sci Tech Ed. 2022;18(6):em2123. https://doi.org/10.29333/ejmste/12102
AMA
Kayan Fadlelmula F, Sellami A, Le K. STEM learning during the COVID-19 pandemic in Qatar: Secondary school students’ and teachers’ perspectives. EURASIA J Math Sci Tech Ed. 2022;18(6), em2123. https://doi.org/10.29333/ejmste/12102
Chicago
Kayan Fadlelmula, Fatma, Abdellatif Sellami, and Kien Le. "STEM learning during the COVID-19 pandemic in Qatar: Secondary school students’ and teachers’ perspectives". Eurasia Journal of Mathematics, Science and Technology Education 2022 18 no. 6 (2022): em2123. https://doi.org/10.29333/ejmste/12102
Harvard
Kayan Fadlelmula, F., Sellami, A., and 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
MLA
Kayan Fadlelmula, Fatma et al. "STEM learning during the COVID-19 pandemic in Qatar: Secondary school students’ and teachers’ perspectives". Eurasia Journal of Mathematics, Science and Technology Education, vol. 18, no. 6, 2022, em2123. https://doi.org/10.29333/ejmste/12102