STEM learning during the COVID-19 pandemic in Qatar: Secondary school students’ and teachers’ perspectives
Fatma Kayan Fadlelmula 1 * , Abdellatif Sellami 2 , Kien Le 3
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1 Core Curriculum Program, Deanship of General Studies, Qatar University, Doha, QATAR2 Education Research Center, College of Education, Qatar University, Doha, QATAR3 Social and Economic Survey Research Institute, Qatar University, Doha, QATAR* Corresponding Author


This study examines how students and teachers perceive science, mathematics, engineering and technology (STEM) learning during the COVID-19 pandemic. Data was collected through student and teacher surveys, conducted in 22 public and 17 private secondary schools at Qatar. Participants included 1,505 students and 545 teachers in grades 11 and 12. Results showed students’ and teachers’ demographic factors, including gender, school type, grade level, and majors, emerged as salient predictors of perceptions of the pandemic as disruptive to students’ STEM learning. Specifically, both students and teachers perceived keeping up with coursework, being physically isolated from classmates, and keeping a regular schedule at home to be key barriers. Results further revealed that neither students nor teachers viewed communicating with staff and teachers, losing contact with teachers, or accessing and using technology as barriers. Moreover, school type and gender were important predictors of how students and teachers perceived STEM learning during the pandemic.


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Article Type: Research Article

EURASIA J Math Sci Tech Ed, Volume 18, Issue 6, June 2022, Article No: em2123

Publication date: 22 May 2022

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