Impact of COVID-19 pandemic on the schooling of public and private school students in Pakistan

Ullah, Hazir; Ali, Johar

doi:10.1080/03004279.2021.1931917

Cited by 11 publications

(10 citation statements)

References 21 publications

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“…However, the COVID-19 phase allowed the integration of technologies in teaching-learning at the school level, but its actual integration is yet to be achieved. For instance, Ullah and Ali (2021) found that amid COVID-19, students from elite private schools in the urban areas received an online learning advantage over the students from public schools in the rural areas due to the lack of adequate infrastructure and competent teachers.…”

Section: Resultsmentioning

confidence: 99%

Teachers’ Perceptions of Technology Integration in Teaching-Learning Practices: A Systematic Review

et al. 2022

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The rapid expansion of the Information and Communication Technologies (ICTs) has transformed learners into digital learners, requiring teachers to integrate technology into their pedagogical approaches, where teachers’ attitudes, technological knowledge, and skills play a significant role in its effective integration. From this perspective, the current study presents teachers’ perceptions regarding technology integration in their teaching-learning practices at all educational levels in light of the previous studies performed in the last 5 years in Pakistan. The findings reveal that teachers exhibit positive perceptions regarding technology integration in teaching-learning practices. They believe that technology-incorporated teaching assists them in enhancing their instructional practices effectively, making the learning process exciting and interactive, and keeping learners motivated. Regarding barriers, the slow speed of the internet, load shedding, lack of infrastructure, online teaching experience, and training were reported as the main obstacles that hinder teachers from effective integration of ICT into their teaching practices. Accordingly, the study findings suggest that concerned authorities should set clear and effective policies to make efficient use of ICT by allocating a sufficient budget and ensuring all necessary facilitation (e.g., ICT infrastructure, tools, software, internet, and labs) in all educational institutions. Furthermore, particular attention should be devoted to supplying adequate opportunities for the career development of teachers in developing technological competencies, which help them successfully use ICT in their instructional practices.

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Section: Resultsmentioning

confidence: 99%

Teachers’ Perceptions of Technology Integration in Teaching-Learning Practices: A Systematic Review

et al. 2022

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“…Moreover, for 87.2% of the participants, the number of available devices at home to attend the remote sessions was enough. Furthermore, as suggested by Ullah and Ali (2021), private schools make every effort to guarantee students' learning and its continuity during remote education whilst the public sector takes longer to ensure this for students. Like this, Yasmeen et al (2015) highlighted that "it is evident that the private institutions are better equipped with respect to the availability of equipment" (p. 6).…”

Section: Students' Learning Factors In a Remote Learning Environmentmentioning

confidence: 99%

Remote Learning in Times of COVID-19 in Colombia

Osorio

Campos-Perdomo

Rodríguez-Artunduaga

2023

HOW

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Remote learning replaced for almost a year the traditional face-to-face education to maintain and ensure the continuity of the teaching-learning process during the Covid-19 pandemic. This article reports the results of an exploratory and descriptive-transversal study that exposes primary and secondary school students’ perceptions about their experience with remote learning during 2020. Though the research study was also aimed at finding out potential teaching and learning issues inherent to remote education, we only focus on reporting the main findings on the determining factors that hindered or enhanced students' learning during their remote education experience. Data were collected through two different surveys addressed to 101 secondary and primary school students from Neiva and Pitalito, the two most populated towns in the state of Huila, Colombia. The findings showed that the students’ learning was both positively and negatively influenced by several factors affecting interaction inside and outside of the classroom setting.

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“…Due to the different circumstances, teachers from both school types attain different chances of selfdevelopment and attitudes toward teaching practice (Qoyyimah, 2018). From the students' side, differences in schooling, parenting, and access to technology between public and private schools during the COVID-19 pandemic emphasize the distinction of learning achievements (Ullah & Ali, 2021).…”

Section: Figure 1 Research Flowmentioning

confidence: 99%

Implications of Online Learning: Trends of Science Misconceptions about Forces in Elementary School

Munastiwi

Saputro²,

Fatonah

et al. 2022

JPII

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This study aims to understand the tendency of science misconceptions about "forces" and to distinguish the influence of school origin on students' misconceptions. The research method is a quantitative experimental survey. A total of 83 fourth-grade elementary school students from public school 1 (School A), private school 2 (School B), and private school 3 (School C) were involved in this study. Data is collected through online surveys. Teachers and researchers formulated question instruments in the form of quizzes. Before being distributed, the synchronization and verification stages of the material are carried out. Then the quiz is distributed to students via WhatsApp during an online class. After 15 minutes, students return the answers to the class teacher in photos via WhatsApp to be evaluated and graded. The results show that the average level of students' misconceptions was relatively low. However, the level of individual misconceptions tended to be high, proving that the development of learning practices needs to pay attention to conceptual understanding. Students misconceptions should not occur, especially in science learning. This study concludes that there are differences in the level of misconceptions between clusters in science learning. Students in each cluster experienced similar obstacles. The researchers suggest an effort to adjust the learning model on the instructional, interaction, supervision, and independent learning models.

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Impact of COVID-19 pandemic on the schooling of public and private school students in Pakistan

Cited by 11 publications

References 21 publications

Teachers’ Perceptions of Technology Integration in Teaching-Learning Practices: A Systematic Review

Teachers’ Perceptions of Technology Integration in Teaching-Learning Practices: A Systematic Review

Remote Learning in Times of COVID-19 in Colombia

Implications of Online Learning: Trends of Science Misconceptions about Forces in Elementary School

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