Addressing student engagement during COVID-19: Secondary STEM teachers attend to the affective dimension of learner needs

Roman, Tiffany; Brantley‐Dias, Laurie; Dias, Michael; Edwards, Belinda

doi:10.1080/15391523.2021.1920519

Cited by 25 publications

(12 citation statements)

References 43 publications

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“…In this sense, many researchers in the field state that the in-person support prior to COVID-19 without restrictions produced higher achievement results than the online solutions or in-person adaptations that are currently taking place [67,68]. In this context, student engagement in the mathematics classroom is seen as major concern by many researchers [69][70][71][72]. As some students indicated in the discussion groups of this research, it is much more difficult for them to follow the explanations and do the proposed exercises and problems now that there are COVID-19 restrictions in the classrooms.…”

Section: Discussionmentioning

confidence: 99%

COVID-19 Restrictions and Its Influence on Students’ Mathematics Achievement in Spain

Miravet

Alegre

2022

Education Sciences

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COVID-19 restrictions in schools worldwide constitute an important limitation for peer support among students. The masks, the distance between tables or the established sitting order are new challenges that both students and teachers must face in Spain. The conventional strategies that took place among students prior to the COVID-19 pandemic have been altered. In this study, the mathematics achievement of high-school students prior to the COVID-19 pandemic and during the COVID-19 pandemic is examined. Quantitative and qualitative methods were used. A total of 368 students from 9th grade (ages 14 to 15) participated in this research. Statistically significant differences were reported when comparing the mathematics achievement of pre-COVID-19 and post-COVID-19 students (t = 22.21, p < 0.01). An overall negative effect size of −2.32 was reported for those students with COVID-19 restrictions. Mathematics achievement scores were 9.90% lower for the group with restrictions. No statistically significant differences were reported when analyzing results by gender or repeating condition. The qualitative information supported the quantitative findings. Alterations in peer support was identified as one of the main factors that could explain this decrease. The main conclusion of this study is that current restrictions due to COVID-19 could be producing an important decrease in students’ mathematics achievements.

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Section: Discussionmentioning

confidence: 99%

COVID-19 Restrictions and Its Influence on Students’ Mathematics Achievement in Spain

Miravet

Alegre

2022

Education Sciences

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“…It is important to acknowledge that this study was conducted during the COVID-19 pandemic, and that as such it captured educators' needs at a unique moment in time. However, even though we acknowledge that the pandemic forced many teachers to suddenly learn and implement a range of new technologies and associated approaches to teaching (e.g., Anderson & Hira, 2020;König et al, 2020;Phillips & Cain, 2020;Rasmitadila et al, 2020;Roman et al, 2022;Trust & Whalen, 2021;Wagner, 2022;Yang et al, 2022), our study did not focus on changes in PD experiences and preferences teachers in Utah might have experienced as a result of pandemic-related experiences. Future research should examine how this unique moment in time affected teachers' attitude towards technology PD.…”

Section: Discussionmentioning

confidence: 99%

“…On the positive side, the pandemic caused a unique moment in time, when all teachers were learning so much technology that they reported having ten-hour-long work days (Dean & Wimmer, 2020). Such intensive exposure to technology inspired many teachers to learn or deepen their knowledge of many technology tools (e.g., Anderson & Hira, 2020;König et al, 2020;Phillips & Cain, 2020;Rasmitadila et al, 2020;Roman et al, 2022;Trust & Whalen, 2021;Wagner, 2022;Yang et al, 2022), which in turn changed their attitude towards and willingness to play with technology (Schwartz, 2020). As a response to this historical event, we conducted a study to examine how teachers' approach to technology changed (Cain et al, 2022;Pantic et al, n.d.), and found that teachers were more open to using technology, videoconferencing and digital platforms for presenting content.…”

Section: Introductionmentioning

confidence: 99%

Designing Professional Development for Sustainable Educational Technology Usage: Lessons Learnt from Utah K-12 Teachers

Pantic

Cain

2022

JISTE

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Professional development (PD) programs do not always reach the teacher or allow for sustained usage of technology. However, recent studies show that teachers are more open to use technology after increased technology dependence during the COVID-19 pandemic. Motivated by that new openness to technology integration, we used interview and survey data to examine teachers’ current practices for learning technology, features of PD that they consider effective and technologies that they want to learn in the future. We found that teachers learn technology in both formal and informal ways, through district-organized PD, independent learning and or by asking for help from peers. We also learned what kinds of technologies teachers want to learn more about, and that active learning and lack of cognitive overload are two of the most important features of PD for teachers in our study. Based on those findings, we offer three concrete recommendations for PD program designers.

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“…First, the very setting of teaching has changed, as schools shifted from face-to-face to remote teaching; this impacted the ways by which teachers could collect data about their students, as well as teachers' need to re-evaluate pedagogical decisions to support their students (Usher et al, 2021). Second, the emergency situation has emphasized the affective aspects of learning, which may have impacted teachers' very decisions, as well as the types of data required to support these decisions (Roman et al, 2021;Yang et al, 2021). That is, the very setting of emergency remote teaching may have influenced teachers' DDDM dramatically.…”

Section: Introductionmentioning

confidence: 99%

Data-driven decision-making in emergency remote teaching

2022

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Decision-making is key for teaching, with informed decisions promoting students and teachers most effectively. In this study, we explored data-driven decision-making processes of K-12 teachers (N = 302) at times of emergency remote teaching, as experienced during the COVID-19 pandemic outbreak in Israel. Using both quantitative and qualitative methodologies, and a within-subject design, we studied how teachers' data use had changed during COVID-19 days, and which data they would like to receive for improving their decision-making. We based our analysis of the data on the Universal Design of Learning (UDL) model that characterizes the diverse ways of adapting teaching and learning to different learners as a means of understanding teachers' use of data. Overall, we found a decline in data use, regardless of age or teaching experience. Interestingly, we found an increase in data use for optimizing students' access to technology and for enabling them to manage their own learning, two aspects that are strongly connected to remote learning in times of emergency. Notably, teachers wished to receive a host of data about their students' academic progress, social-emotional state, and familial situations.

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Addressing student engagement during COVID-19: Secondary STEM teachers attend to the affective dimension of learner needs

Cited by 25 publications

References 43 publications

COVID-19 Restrictions and Its Influence on Students’ Mathematics Achievement in Spain

COVID-19 Restrictions and Its Influence on Students’ Mathematics Achievement in Spain

Designing Professional Development for Sustainable Educational Technology Usage: Lessons Learnt from Utah K-12 Teachers

Data-driven decision-making in emergency remote teaching

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