Teacher perceptions of E-learning during Covid-19 in low-and-high-income schools

Author

Thomas Allen Cooper IIFollow

Date of Award

2021

Degree Name

Curriculum and Instruction

College

College of Education

Type of Degree

Ed.D.

Document Type

Dissertation

First Advisor

Dr. Kimberly McFall, Committee Chairperson

Second Advisor

Dr. McKenzie Brittain

Third Advisor

Dr. Lisa A. Heaton

Fourth Advisor

Dr. Bobbie Wisniewski

Abstract

This study examined if there were significant differences among K-12 teachers at low-income and high-income schools on their perceptions of various aspects of e-learning due to COVID-19. The study also sought to collect data concerning how teachers’ perceptions of technology may have changed, what factors impacted their ability to conduct e-learning, and what factors most impacted their students’ performance during e-learning due to COVID-19. A concurrent nested mixed-methods design was used. A 15-item self-report survey containing both Likert scale and open-ended questions was developed by the researcher to assess differences in teachers’ perceptions. Findings indicated a statistically significant difference in perceptions on the impact of a lack of a school-issued device on student performance. Emergent theme analysis revealed that teachers at low-income schools were more likely to have a positive change in their view of technology, attribute effective e-learning to professional development, become aware of the impact of socio-economic status on student performance, cite parental support as a factor in students who performed well during e-learning, and mention a lack of access to the internet as a factor in poor student performance. Conversely, teachers at high-income schools were more likely to have a negative change in their view of technology, attribute effective e-learning to their personal skill, change their classroom policies to accommodate students during e-learning, cite previous in-person performance as a factor in students who performed well during e-learning, and mention a lack of parental support as a factor in poor student performance.

Subject(s)

Educational technology -- Research.

Internet in education -- Research.

Web-based instruction -- Research.

Computer-assisted instruction -- Research.

Recommended Citation

Cooper, Thomas Allen II, "Teacher perceptions of E-learning during Covid-19 in low-and-high-income schools" (2021). Theses, Dissertations and Capstones. 1378.
https://mds.marshall.edu/etd/1378