COVID-19 online learning challenges: Kazakhstan secondary schools case study DOI Creative Commons
Saniya Nurgaliyeva, Aidos Bolatov,

Saltanat Abildina

и другие.

Frontiers in Education, Год журнала: 2024, Номер 9

Опубликована: Окт. 16, 2024

Background The COVID-19 pandemic necessitated a rapid transition to online learning (OL) globally, posing significant challenges for educational systems. This study investigates the experiences of secondary school students in Kazakhstan, highlighting adaptation processes, outcomes, and faced during this shift. Methods Data were collected through an survey administered 3,670 across selected convenience sampling. comprised 21 questions using combination Likert-type scales multiple-choice capture students’ demographic details, satisfaction levels, perceived difficulties, academic performance changes OL. validation was ensured by cross-referencing responses, descriptive statistics, T-tests, ANOVA, correlation analysis, regression employed analyze data identify factors influencing attitudes toward OL associated challenges. Results results revealed that with positively correlated education general negatively level difficulty ( p < 0.001). Rural students, while more satisfied overall 0.001), less compared their urban peers, also reported greater 0.05). A portion respondents (44.2%) disagreed effective method, 43.7% expressed need face-to-face interaction teachers, especially female rural Most (40.8%) worse outcomes OL, particularly 32.0% noted decrease motivation. Regression analysis identified older those who experienced as likely prefer it, showed improvement motivation favorable These findings highlight complexity preferences disparities between pandemic. Conclusion While may be applicable other countries similar systems, cultural, economic, technological differences should considered when generalizing results. insights gained from will valuable policymakers, educators, institutions improve resilience effectiveness practices face such

Язык: Английский

COVID-19 online learning challenges: Kazakhstan secondary schools case study DOI Creative Commons
Saniya Nurgaliyeva, Aidos Bolatov,

Saltanat Abildina

и другие.

Frontiers in Education, Год журнала: 2024, Номер 9

Опубликована: Окт. 16, 2024

Background The COVID-19 pandemic necessitated a rapid transition to online learning (OL) globally, posing significant challenges for educational systems. This study investigates the experiences of secondary school students in Kazakhstan, highlighting adaptation processes, outcomes, and faced during this shift. Methods Data were collected through an survey administered 3,670 across selected convenience sampling. comprised 21 questions using combination Likert-type scales multiple-choice capture students’ demographic details, satisfaction levels, perceived difficulties, academic performance changes OL. validation was ensured by cross-referencing responses, descriptive statistics, T-tests, ANOVA, correlation analysis, regression employed analyze data identify factors influencing attitudes toward OL associated challenges. Results results revealed that with positively correlated education general negatively level difficulty ( p < 0.001). Rural students, while more satisfied overall 0.001), less compared their urban peers, also reported greater 0.05). A portion respondents (44.2%) disagreed effective method, 43.7% expressed need face-to-face interaction teachers, especially female rural Most (40.8%) worse outcomes OL, particularly 32.0% noted decrease motivation. Regression analysis identified older those who experienced as likely prefer it, showed improvement motivation favorable These findings highlight complexity preferences disparities between pandemic. Conclusion While may be applicable other countries similar systems, cultural, economic, technological differences should considered when generalizing results. insights gained from will valuable policymakers, educators, institutions improve resilience effectiveness practices face such

Язык: Английский

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