Nimo Jama dissertation presentation

Teacher perceptions on the impact of COVID 19 on student learning experiences, progression and levels of attainment.

Student: Nimo Jama Supervisor: Heather Pennington

CONTENTS:

5. Sample6. Ethics 7. Preliminary Findings8. Conclusion

1. Justification
2. Research Question
3. Literature Review
4. Methods

1. Justification

Statistic 1:

Statistic 2:

More than a third of students with no access to electronic devices or fast internet( Cullinane, C. And Montacute2020)

1 billion children are at risk of falling behind due to school closures (Ball 2021)

2. Research Questions

1.

How do secondary school teachers perceive school closures, during the COVID 19 pandemic, to have impacted on their students’ learning experiences?

2.

How have the disruptions to learning, caused by school closures in the pandemic, impacted on variations in learning levels within individual classrooms?

3.

During the pandemic do educators report notable differences in the attainment levels of students from different economic backgrounds?

3. Literature Review

Paper ONe:

Method:

Findings:

Purpose:

Sample:

The study found that many challenges arose from virtual teaching and for example students from low-income families faced significant disadvantages during the COVID pandemic

A Google survey with open-ended questions

This study included 141 teachers of various ages.

Examining teachers' perspectives on the difficulties of online learning

Paper Two:

Findings:

Sample:

Method:

Purpose:

Majority of teachers not physically present with them

24 teachers from primary and secondary schools from 20 different schools

Data was gathered through interviews

Investigate what it was like to be a teacher in England during the pandemic

4. Methods

Data Collection:Semi- Structured Interviews

• Promotes two-way communication
• Allows interviewers to learn the answers and the reasoning

Methodology

INTERVIEW PROCESS:

PILOT STUDY:

1. Evaluate the feasibility of the research design

1. 20-25 minute interviews

2. Participnats provided written and verbal consent

2. One to one feedback

3. Enabled me to make the required changes

3. The intevirew was audio recorded

5. Sample

Convienence:

Access:

• Sending out emails to existing contacts

• Gate keepers help

• Information sheet and consent forms

• Most common form of nonprobabilistic sampling

• Six teachers

• Three particpants from each school

RESPONDENTS:

The participants in my research, as well as the many responsibilities they play in the school, are shown in the table above.

6. Ethics

Ethics:

• In my research, ethics is a priority (BERA 2018)

• My application was submitted to the SOCSI Ethics Committee.

• Information sheet and consent form was give to partcipants

7. Preliminary Findings

During the first lockdown I didn’t even know how to use Teams or Google classroom. As a result of this, students missed out on a lot of learning… We resorted to live sessions for our learners. So, the biggest change was adapting to new technology.Participant 1: Inner city school

8. Conclusion

Thanks for your attention

Any Questions?

References:

• Ball, S., 2021. The education debate. Bristol: Policy Press.
• BERA. 2018. Ethical Guidelines for Educational Research. 4th ed. Available at: https://www.bera.ac.uk/publication/ethical-guidelines-for-educational-research-2018.[accessed 10 January 2022].
• Cullinane, C. And Montacute, R., 2020. COVID-19 and Social Mobility Impact Brief: School Shutdown. Research Brief. Sutton Trust.
• Kundu, A. and Bej, T., 2021. RETRACTED ARTICLE: COVID 19 response: An analysis of teachers’ perception on pedagogical successes and challenges of digital teaching practice during new normal. Education and Information Technologies, 26(6), pp.6879-6879.
• Kim, L., Leary, R. and Asbury, K., 2021. Teachers’ narratives during COVID-19 partial school reopenings: an exploratory study. Educational Research, pp.1-17.