Online learning case analysis for concept-based mathematics class: focused on secondary school

The teaching and learning process is rapidly becoming technology driven with the integration of digital learning using of online learning platforms to facilitate instructional delivery. Google classroom learning platform is one of the effective ways of enhancing student active engagement in an online learning environment. The purpose of this study is to examine the impacts of Google classroom as an online learning delivery platform in secondary school during the COVID-19 pandemic in Nigeria. A mixed method approach was used in the study. Online questionnaire on Google Classroom Attitude Scale (GCAS) was used and online Semi-Structure Interview Guide (SSIG) developed by the researcher for data collection on the students’ perceptions on Google classroom. The researcher used Statistical Package of Social Science programme to calculate and analyse arithmetic mean, standard deviation and t-test. Content analysis was used for analysis of qualitative data. The participants were 140. The results showed that Google classroom platform as an online learning delivery positively affected students' academic achievement, attitudes and their perception during the pandemic in Nigeria’s secondary school. Based on the findings of the study, it was recommended that education stakeholders should effectively prepare students for the use of this platform for their learning activities during the pandemic. The platform is capable of assisting both students and teachers to connect, work together, create assignments, grade students and post learning materials. Likewise, students can also ask questions about the areas they do not understand. Hence, the advantages of the platform can be brought into usage for achieving quality in the teaching and learning process at all levels of education during the pandemic.

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The Instructional Design of an Online Learning Environment (RISSC) for Upper Secondary School Students’ Research Skills

EDEN Conference Proceedings ◽

10.38069/edenconf-2019-ac-0020 ◽

2019 ◽

pp. 174-182

Author(s):

Louise Maddens ◽

Fien Depaepe ◽

Annelies Raes ◽

Jan Elen

Keyword(s):

Online Learning ◽

Instructional Design ◽

Secondary School ◽

Learning Environment ◽

Secondary School Students ◽

Online Learning Environment ◽

Upper Secondary School ◽

School Students ◽

Research Skills ◽

Upper Secondary

In today’s complex world, the acquisition of research skills is considered an important goal in (upper secondary) education. Consequently, there is a growing body of literature that recognises the value of well-designed (online) learning environments for effectively supporting the development of this complex set of skills. However, a clear consensus on how these research skills can be facilitated is currently lacking. Furthermore, interventions aiming to foster these skills are often implemented in specific domains, mostly in physics, biology and chemistry. In addition, current approaches to facilitation often refer to only a few epistemic activities related to research skills. Because of the broad and (mainly) domain-specific character of research skills, the purpose of this paper is to articulate the instructional design considerations for an online learning environment for upper secondary school students’ (broad set of) research skills in a(n) (underrepresented) behavioural sciences context.

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Student Teams in Mathematics Class

Mathematics Teacher ◽

10.5951/mt.72.7.0505 ◽

1979 ◽

Vol 72 (7) ◽

pp. 505-508

Author(s):

Alice Artzt

Keyword(s):

Secondary School ◽

Mathematics Teacher ◽

School Mathematics ◽

Secondary School Mathematics ◽

Student Teams ◽

Mathematics Class

As a secondary school mathematics teacher, I am expected to conduct a class of more than thirty students so that each student can learn as much as possible.

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PERCEPTIONS OF TEACHERS AND LEARNERS ON THE IMPACT OF COVID-19 PANDEMIC LOCKDOWN ON RURAL SECONDARY SCHOOL FEMALE LEARNERS IN MATOBO DISTRICT, ZIMBABWE

European Journal of Social Sciences Studies ◽

10.46827/ejsss.v6i3.1029 ◽

2021 ◽

Vol 6 (3) ◽

Author(s):

Lwazi Sibanda ◽

Joyce Mathwasa

Keyword(s):

Online Learning ◽

Focus Group ◽

Secondary School ◽

Geographical Location ◽

Focus Group Discussions ◽

Group Discussions ◽

Design Data ◽

Online Learning Resources ◽

The Impact ◽

Perceptions Of Teachers

The purpose of the study was to examine the perceptions of teachers and learners on the impact of COVID-19 pandemic lockdown on rural secondary school female learners in Matobo District. The study was qualitative in nature, entrenched on interpretivist paradigm and adopted a case study design. Data was collected using open-ended questionnaire and online focus group discussions from six teachers and eighteen learners who formed three focus group discussions. The participants were purposively sampled from three schools. The study found that a few teachers were able to conduct online lessons using WhatsApp platform during COVID-19 pandemic lockdown in the selected schools though there was no consistence as teaching was not programmed and participation of female learners was low. The findings revealed that most of the parents could not afford to provide online learning resources for their children because of economic hardships. The study further established that rural female learners were at risk during COVID-19 pandemic lockdown as some of them were exposed to sexual abuse when they try to have access to smartphones and data bundles from some male adults. It was found that female learners have lost much of their learning time whilst on lockdown and many cases of pregnancy have emerged leading to dropping out of school. The study concluded that most of the rural secondary school female learners were excluded from education during lockdown due to poverty, unavailability of network or poor network coverage, lack of broadcast transmission services to enable them to access online lessons through the radio, lack of electricity, poor attendance due to lack of smartphones and data bundles, performance of all household chores including herding of cattle and lack of cooperation from some parents. The study recommended that the Ministry of Primary and Secondary Education should collaborate with stakeholders to provide necessary resources to enable all learners to access online learning despite geographical location. Article visualizations:<img src="/-counters-/edu_01/0721/a.php" alt="Hit counter" />

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The Effectiveness and Challenges of Online Learning for Secondary School Students – A Case Study

Asian Journal of University Education ◽

10.24191/ajue.v17i3.14514 ◽

2021 ◽

Vol 17 (3) ◽

pp. 119

Author(s):

Zulaikha Mohd Basar ◽

Azlin Norhaini Mansor ◽

Khairul Azhar Jamaludin ◽

Bity Salwana Alias

Keyword(s):

Online Learning ◽

Secondary School ◽

School Administrators ◽

School Students ◽

Government School ◽

Face To Face ◽

Internet Connection ◽

The Government ◽

Teachers And Parents

Abstract: The COVID-19 pandemic has forced an immediate implementation of online learning. However, little is known about its effectiveness and challenges faced by the students. Thus, this study is aimed at examining the effectiveness of online learning and the challenges that it presents to pupils’ abilities to learn. This study employed a case study design using a survey questionnaire, administered to 99 students from a secondary school in Jasin, Melaka. Data were analysed descriptively (calculation of percentage and frequency). Generally, the findings indicated that the students have computers or smartphones and an internet connection at home. Besides, it was found that that the ability and comfortability to use computers was high (>93%). However, their motivation in online learning was low (41.5%) and ability to work in a group was at a moderate level (66.7%). They also agreed that conventional teaching (face-to-face) was important for their learning (98%). These findings are valuable for the government, school administrators, teachers and parents to acknowledge the importance of well-equipped facilities and a stable internet connection for effective learning. However, it is recommended for future researchers to utilize a larger sample size and students from various backgrounds to better understand this issue. Keywords: COVID-19; online learning; students’ challenges; remote learning.

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English Teachers’ Perspectives on Challenges, Suggestions, and Materials of Online Teaching amidst the Global Pandemic

IJEE (Indonesian Journal of English Education) ◽

10.15408/ijee.v1i1.17886 ◽

2021 ◽

Vol 1 (1) ◽

pp. 101-119

Author(s):

Novrika Nartiningrum ◽

Arif Nugroho

Keyword(s):

Online Learning ◽

Secondary School ◽

Online Teaching ◽

English Language ◽

English Language Teaching ◽

Easy Access ◽

Structured Interviews ◽

School Year ◽

Material Sources ◽

Teachers Perspectives

ABSTRACTMaintaining undisrupted learning during this pandemic becomes a challenge for teachers all over the world. In Indonesia, the practices of open online learning are not yet to be implemented. Online learning in Secondary school Year 7-9 level goes as far as internet-assisted learning or blended learning. Thus, previous research has not examined teachers' perspectives on full online learning as implemented during the Covid-19 pandemic. Considering this situation, EFL Secondary school Year 7-9 teachers’ perspectives, as one of the essential aspects of online learning, lack investigation. Therefore, the present study offers 20 EFL Secondary school Year 7-9 teachers’ insights regarding challenges, suggestions, and teaching materials needed during the Covid-19 outbreak. Drawing on qualitative data collected by means of self-written reflections and semi-structured interviews, the findings informed that poor internet signal disrupts the teaching process. Thus, the teachers suggest that maintaining a stable internet connection should become a priority. Then, easy access to online applications and websites is deemed necessary by teachers as material sources for online teaching. The results of this study contribute to the literature of English language teaching in response to the present-day phenomenon about online learning, particularly in Secondary school Year 7-9 level. ABSTRAKMempertahankan pembelajaran tanpa gangguan selama pandemic ini menjadi tantangan bagi para guru di seluruh dunia. Di Indonesia, praktik pembelajaran online terbuka masih belum diterapkan. Pembelajaran online di Sekolah Menengah tingkat 7-9 masih sejauh pembelajaran dengan bantuan internet atau pembelajaran campuran. Dengan demikian, penelitian sebelumnya belum mengkaji perspektif guru tentang full online learning sepertin yang diterapkan selama pandemi Covid-19. Mempertimbangkan situasi ini, perspektif guru EFL Sekolah Menengah Kelas 7-9, sebagai salah satu aspek penting dari pembelajaran online, belum diselidiki. Oleh karena itu, penelitian ini menawarkan perspektif dari 20 guru 20 EFL Sekolah Menengah Kelas 7-9 tentang tantangan, saran dan bahan pengajaran yang dibutuhkan selama wabah Covid-19. Berdasarkan data kualitatif yang dikumpulkan melalui refleksi yang ditulis sendiri dan wawancara semi-terstruktur interviews, temuan menginformasikan bahwa sinyal internet yang buruk mengganggu proses pengajaran. Oleh karena itu, para guru menyarankan bahwa menjaga koneksi internet yang stabil harus menjadi prioritas. Kemudian, aplikasi dan website online yang mudah diakses dianggap dibutuhkan oleh guru sebagai sumber materi pembelajaran online. Hasil penelitian ini berkontribusi pada literatur pengajaran Bahasa Inggris dalam menanggapi fenomena pembelajaran online saat ini, khususnya di tingkat Sekolah Menengah Kelas 7-9.

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FACULTY ONLINE LEARNING READINESS OF A PRIVATE SECONDARY SCHOOL IN BICOL, PHILIPPINES AMIDST THE NEW NORMAL

International Journal of Multidisciplinary: Applied Business and Education Research ◽

10.11594/ijmaber.02.09.09 ◽

2021 ◽

Vol 2 (9) ◽

pp. 786-804

Author(s):

Jopet Vincent Medalla ◽

Mark Anthony Dipad ◽

Christian Paulo De Vera

Keyword(s):

Online Learning ◽

Secondary School ◽

Virus Disease ◽

The Philippines ◽

Faculty Members ◽

State College ◽

Faculty Readiness ◽

Online Distance Learning ◽

Online Distance ◽

Building Program

The emergence of Corona Virus Disease 2019 pandemic required educational institutions to shift to new instructional paradigm to ensure learning continuity. With the restrictions on mass gathering, online distance learning has emerged as one of the alternative modalities. This descriptive study primarily aimed to assess the faculty readiness of St. Louise de Marillac School of Bulan (SLMSB), Inc., a private secondary school in Sorsogon Province, Bicol Region, The Philippines, in implementing online learning as an alternative instructional mode. Using an adopted survey-questionnaire, twenty (20) faculty members participated in this research. It was found that the faculty members of SLMSB are sufficiently ready on online learning in terms of their technology access, considering the measures being undertaken by the school administration. They are also ready in terms of their technology skills and their attitude towards online learning. However, despite the general result on readiness, analysis of the indicators revealed that they need to be trained in terms of use of online learning management system, and use of tools for developing learning materials. With these results, it is recommended that a capability-building program for faculty members of SLMSB be conducted in order to prepare them in facilitating online learning through an extension program that may be offered by Sorsogon State College – Bulan Campus.

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