Students’ Challenges and Teaching Strategies for Virtual Science Learning in Primary Years during the COVID-19 Pandemic
Shuvra Rahman*
University of Minnesota, USA Lee Yee Ling
Taylor’s University, Malaysia
© The Author(s) 2022. This article is published with open access by Taylor’s Press.
Abstract: Science education in the primary years is significant as it offers an aspiration for innovation and creativity. In 2020 when the COVID-19 pandemic hit the whole world, educational institutes from preschool to tertiary level had to migrate to virtual teaching and learning. Most of the educators and learners were not prepared for this unprecedented shift. This research aims to determine the challenges primary school students faced in the virtual science learning context and the strategies taken by science teachers to ensure the virtual lessons can be conducted effectively. This qualitative research involved three teachers and seven primary students. Data were collected through classroom observation and interviews. The findings show that the students faced some challenges in terms of learning environment, learning resources, technical problems, and concentration. The teachers used various virtual teaching resources and got parental help to support the students’ learning. This study concludes by providing suggestions for teachers to better support virtual science learning in primary school years.
Keywords: Virtual learning, science, primary years, challenges, strategies.
Suggested citation: Rahman, S. & Lee, Y. L. (2022). Students’ challenges and teaching strategies for virtual science learning in primary years during the COVID-19 pandemic. Asia- Pacific Journal of Futures in Education and Society, 1(2), 49–67.
Introduction
Science is widely recognised as an academic discipline that propels the innovation agenda and economic growth of a country (Barrett et al., 2021). The scientific knowledge base is an essential driver of research which leads to innovations and inventions that contribute to the development of a country (Barrett et. al., 2021).
Therefore, it is essential to introduce science education in primary schools to support
*Correspondence: Shuvra Rahman, University of Minnesota, USA. Email: [email protected]
the development of a knowledge society (Cafarella et al., 2017). Particularly, when children enter primary schools with innate thinking skills and a natural curiosity about the world which provide a sound basis for science learning (Cafarella et al., 2017). However, previous research has shown that young students face a lot of challenges when they learn science (Mateen, 2019). The main challenges include an unsatisfactory level of cognitive ability, inappropriate teaching methods, and insufficient teaching resources (Cacioppo et al., 1996). Further, worldwide school closures caused by the COVID-19 pandemic posed additional challenges to the teaching and learning process, including science education (Lubis & Dasopang, 2021).
In Malaysia, schools were ordered to close when the government imposed Movement Control Order (MCO) on March 18, 2020 (Tang, 2020). To ensure the continuity of education despite the lockdowns, primary schools shifted their classes from physical lessons to online lessons (Tang, 2020), which is an unfamiliar teaching and learning environment, and posed challenging learning experience for the young students (Cheng, 2020; Lubis & Dasopang, 2021). In primary years, students have less self-motivation for learning and they need continuous support from a teacher which is only possible in a physical classroom. Teachers also play a vital role in enhancing student’s learning through motivational support (Schuitema et al., 2016; Theobald, 2006; Thoonen et al., 2011). Furthermore, young students often take a long time in completing their assignments (Rasmitadila et al., 2020).
Understanding learning materials is also one of the significant challenges for young students (Rasmitadila et al., 2020). When primary students attend online classes, there are no adults to assist them in learning, including doing hands-on activities. These students depend on a two-way interaction which is sometimes difficult to implement in online classes (Dhawan, 2020). Changes in the instructional strategies have also impacted student learning (Cheng, 2020). For example, students in online classes cannot engage in experiments and project-based work (Martin & Bolliger, 2018).
However, research on the challenges faced by primary school students in learning science during the COVID-19 pandemic is still scarce. Most of the research focused on science education at the tertiary level (Fawaz et al., 2021; Tang, 2020). Since it is highly anticipated that online learning will be continued and expanded further (Josep, 2022), there is an urgent need to identify the challenges faced by primary students in learning science, so that appropriate strategies can be planned to facilitate virtual science learning. In addition, data related to the challenges faced by students during virtual learning was mostly collected from teachers and students at the tertiary level (Miller et al., 2021). Thus, there is a research gap in understanding the challenges faced in online science learning from the perspective of primary school students.
Malaysia experienced an upward swing in the COVID-19 infection rate at the end of February 2020 (Tang, 2020). As a result, MCO was finally rolled out on March
18, 2020, forcing most businesses and all educational institutes to close (Tang, 2020).
During this MCO period, schools had to continue their teaching online. Due to the unpredictable nature of the pandemic, schools have had to conduct online teaching intermittently in 2021 and 2022. In 2022, although the COVID-19 situation was getting better, schools still had to revert to online teaching whenever clusters of staff or student were found to be COVID-19 positive. During this unprecedented period, most of the teachers and students were unprepared for this sudden shift to virtual teaching and learning ((Lubis & Dasopang, 2021; Miller et al., 2021). Hence, there is a need to investigate how primary school students learned science in virtual lessons to gain a better understanding of their virtual science learning experiences during COVID-19. In response to the learning gaps identified, this study aims to explore the challenges faced by primary school students when they learn science virtually and the strategies taken by teachers to facilitate science learning during the COVID-19 pandemic. This study was guided by two research questions:
RQ1. What were the challenges faced by primary school students when they learned science virtually during the COVID-19 pandemic?
RQ2. What were the strategies taken by teachers to teach science in a virtual learning environment during the COVID-19 pandemic?
Literature Review
Virtual Science Learning: Opportunities and Challenges
Virtual learning can be defined as a learning process that is conducted using computers and the Internet to deliver lessons or instruction to students (Racheva, 2017). Even though virtual learning was inevitable during the recent pandemic, there appears to be no consensus on the impacts of virtual learning on students. Some researchers strongly supported virtual learning during the pandemic (Barrot, 2020;
Mukhtar et al., 2020; Simamora, 2020). They argued that virtual learning offers more flexibility in terms of time and location (Fourtané, 2020). Virtual learning enables both teachers and students to set their schedules according to their own pace (Josep, 2022). Further, students can learn according to their convenience, progress, and readiness to learn a topic (Fourtané, 2020). For example, some students learn the best in the morning as their brain cells are more active at that time while the rest can concentrate better on their studies during quiet nights.
Researchers are optimistic that virtual learning can be widely adopted in science education to benefit students (Hunter, 2015; LeBard, 2020). In fact, since its emergence as a new avenue for science education, virtual learning has accelerated the growth of educational resources globally (Hunter, 2015). Additionally, virtual learning diversifies students’ learning experience in the form of online play as well
as collaborative and communication tools (Plowman et al., 2012). Virtual learning tools such as simulations, graphics and gamification can also be used to support student learning (Lai, 2022; LeBard, 2020). For instance, in the study conducted by LeBard (2020), virtual 3D structure and infographics were used to help students understand biology concepts. With the exposure to virtual learning tools, students may become more tech-savvy in the future (Lubis & Dasopang, 2021; Plowman et al., 2021). For teachers, virtual learning is effective in terms of time management and sharing of teaching resources (Khalil et al., 2020).
On the other hand, there are arguments that virtual learning cannot replace on-site learning for science (Waldrop, 2013). Handling tangible objects is an important learning experience for students (Dhawan, 2020; Waldrop, 2013). For example, students need to be given the opportunities to use scientific equipment and practice science process skills such as measuring and observing chemical reactions in physical labs (Waldrop, 2013). Further, compared to physical lessons, there is less social interaction between teacher-student and student-student in virtual learning (Mehdipour & Zerehkati, 2013). A lack of physical connection also impairs cooperation with peers (Mehdipour & Zerehkati, 2013). In addition, virtual learning demands more commitment from students (Nesamalar et al., 2022). They need to be more independent and disciplined in their virtual learning process as they receive less direct supervision from their teachers (Nesamalar et al., 2022). Students also reported that their attention is easily disrupted by external interference from family members, peers, or pets (Adedoyin & Soykan, 2020).
When physical classes were shifted to virtual classes during the recent pandemic, most of the teachers were not prepared at all (Nambiar, 2020). This transition was smooth for some teachers but not for all, mainly primary school teachers. A survey by Nambiar (2020) showed that 86.9% of the teachers reported that they preferred to teach physical lessons over online lessons. It is because they were trained and used to face-to-face teaching and thus, might not be able to teach online classes effectively. Teachers who were used to conventional teaching were compelled to embrace technology even when they lacked technological literacy (Adedoyin &
Soykan, 2020; Barrot et al., 2021). They either started online teaching within a very short period with minimum training or were forced to learn how to conduct virtual lessons on the spot (Miller et. al., 2021; Nambiar, 2020).
Teaching Methods Used in Virtual Science Learning
During the pandemic, teachers used different teaching methods to conduct virtual lessons based on their students’ feedback and their own judgment. Some teachers practised flipped classrooms (Hew et al., 2020). Some schools did not offer scheduled classes and students took ownership of their own learning (Meltzer et al., 2021).
Teachers provided support only if any students approached them (Meltzer et al., 2021).
Miller et al. (2021) investigated how primary school teachers adopted virtual project-based learning to support an equitable engagement of all students. The participating teachers used virtual collaborative platforms and asked their students use objects in their homes in investigations. This study found that the teachers used several creative strategies to engage their students in the virtual context. For instance, teachers used collaborative tools and storyboards for all students to contribute their ideas simultaneously. They also had parents and community members participate in the projects of students who were lagging to better support them so that they would not be left behind during virtual learning.
Simulations and virtual reality were widely used to provide students with practical experiences during virtual learning (Lai, 2022; O’Shea et al., 2020). For example, at higher education institutions, mooting is adopted in law-related modules (Lai, 2022). Mooting, which is a simulated court hearing, enables law students to make arguments before a panel of mock judges (Lai, 2022). Simulations in dietetic education are used to enhance students’ communication and care planning skills when they engage in virtual clinical settings (O’Shea et al., 2020).
Methodology Research Design
This study adopted a basic qualitative research approach. According to Worthington (n.d), basic qualitative research attempts to uncover participants’ experiences which help to find the answers to the research questions (Worthington, n.d.). The qualitative method was chosen because a qualitative study gives a holistic picture with an in-depth understanding of a problem or research topic (Bhandari, 2020). Qualitative research can also help researchers to access the thoughts and feelings of research participants, which can enable the development of an understanding of the meaning that people ascribe to their experiences (Sutton & Austin, 2015). For this study, qualitative data was collected through observations as well as interviews with teachers and primary students.
Participants
This study employed convenient sampling. Convenient sampling is non-random sampling where members of the target population that meet certain practical criteria, such as easy accessibility, geographical proximity, availability at a given time, or the willingness to participate are included for the purpose of the study (Dornyei, 2007).
The first author was a science teacher in the school from where data was collected.
It was more convenient for the researchers to collect data from the same school.
Due to restricted movement and standard operating procedures (SOP) during the pandemic, it was difficult for the researchers to collect data from any other schools as schools did not allow any visitors for that period.
The data was collected from an international primary school located in Kuala Lumpur, Malaysia. The school offers the Primary Years Programme under the International Baccalaureate (IB) curriculum. The curriculum follows six transdisciplinary themes (Unit) in one academic year. Science is taught in one or two units. Sometimes science is taught as a transdisciplinary field with another unit.
This study involved three lower primary students (i.e., grade 3) and four upper primary students (i.e., grade 5). Both lower primary and upper primary students were chosen due to the different age groups which give variation in the data collected (Bhandari, 2020). The lower primary school students were aged five to six years old while the upper primary students were aged between 10 and 12 years old. The students were interviewed to gain an understanding of the challenges they faced during virtual learning. The participants’ profiles are shown in Table 1.
Table 1. Students’ profiles
Name Year Age Gender
Student A 1 5 years and 9 months Male
Student B 1 6 years Female
Student C 1 5 years 11 months Female
Student D 5 10 years 11 months Male
Student E 5 10 years 7 months Male
Student F 5 10 years 2 month Female
Student G 5 10 years old Female
Apart from the students, three teachers were interviewed to understand the strategies they undertook to teach science virtually during COVID-19. These teachers were not trained or specialised in science teaching. These teachers were chosen as they were the homeroom teachers who taught science to the participating students. The teachers’ profiles are shown in Table 2.
Table 2. Teachers’ profiles
Name Year Educational qualification Age Gender
Ms. X Year 6 teacher Bachelor in Arts and Drama 39 Female Ms. Y Year 1 teacher Bachelor in Early Childhood 29 Female
Ms. Z Year 5 Bachelor in Mechatronics 36 Female
Data Collection
Data was collected through observations, student interviews and teacher interviews.
An observation sheet was prepared to record the observations on how the students
behaved during the virtual lessons. The first author observed all the virtual lessons.
After the observations, the first author did a reflection based on the observations. If there was any question that came to her mind, it was written down for clarification during the interviews. The students were observed first by the researcher. After a week of observation, the interviews were conducted. This was done so that the researchers can clarify any inquiry from the observation data during the interviews.
The interview questions for students focused on the challenges faced when they learned science virtually. Some of the sample questions asked were “Which kind of lesson do you like? Virtual or physical lessons?”, “Why do you like this type of lesson?”
and “What do you find difficult while learning science virtually?” The teacher interview consisted of open-ended questions which focused on the measures they took to address the challenges faced by their students during virtual science lessons.
Data Analysis
First, the interview data was transcribed verbatim. Then the data was coded by the first author. The codes were clustered into two categories related to: (1) the challenges faced by the primary students in virtual science classes, and (2) the strategies taken by teachers to teach science virtually.
Validity and Reliability
The researchers ensured the validity and reliability of this study using two strategies.
First, after the first author coded the data, the second author examined and reviewed the codes. Any disagreement was resolved through discussions until consensus was achieved. Second, data triangulation was used to corroborate evidence from the observations and interviews. The researchers compared and contrasted the data from these two data sources to identify the common categories which reflected the research area of this study.
As ethical issues can affect the credibility and transferability of a study (Merriam, 2009), the researcher obtained permission from the participants’ parents or guardians before the start of data collection. The researcher protected the anonymity of individual participants by applying pseudonyms to keep the identity of individuals confidential.
The researcher also viewed the data as confidential and used it only for research purposes.
Research Findings Challenges of Virtual Science Learning
The findings of this research are presented in two parts based on the two research questions. The first research question focused on exploring the challenges faced by primary school students during virtual science learning. The challenges that
emerged from the data were: 1) lack of understanding of scientific concepts; 2) lack of concentration; 3) lack of learning resources; 4) insufficient support; 5) lack of physical interactions with teachers and peers; 6) unproductive group work; and 7) technical problems.
Lack of understanding of science concepts
Videos was one of the teaching resources prepared by the teachers to enhance the students’ understanding of scientific knowledge during the virtual learning process.
In most of the lessons observed, the upper primary students had to watch the videos themselves. A few students found that it was difficult for them to grasp the scientific concepts by watching the videos alone. For example, student E commented, “I like the story videos in Language Art but I did not understand the science videos”.
Lack of concentration
In the lower primary lessons, it was observed that the parents were sitting beside their children and actively participating or assisting in their child’s learning. This was a common scenario in the lower primary virtual lessons. It was observed that if parents were not with the students, they lost concentration easily and could not keep pace with the lessons. The students also moved away from the computer when they heard some noises or saw their siblings playing though their teachers were still teaching.
This was evident when student B explained the reason for disappearing from the screen. She explained, “I go to play with my sister as it is more fun”.
The virtual learning environment itself was identified as a huge distraction for the students. Though students joined the virtual class using Google Meet, sometimes they could not resist the temptation to open YouTube or gaming windows. After a long conversation with Year 5 student D, he confessed that he was watching YouTube during class time.
In addition, the researcher observed that the students were eating and playing during their virtual lessons, rather than participating in the learning process. Being at home with their siblings, and family members, the students were easily drawn into conversations with them. They also could not hear the teachers’ explanations clearly due to the noises made by their siblings in the background.
Lack of learning resources
The findings revealed that many students did not have enough resources for science learning at home. The Year 5 teacher showed an experiment on YouTube and told the students to conduct that experiment at home. The students were required to take a video of the experiment and upload their video into the shared folder. Only a few students handed in their work. Most of the students did not conduct the experiments
as requested. When Student E was asked why he did not conduct the experiment at home, he replied, “I don’t have all those things at home to do the experiment”.
Lacking technological tools was also a challenge during virtual learning. Student F explained that she missed the class as her mother was not at home. She said, “My mom went out with the phone, that’s why I could not join”.
Insufficient support
The interview data showed that the students preferred to conduct experiments in school compared to home. Student G explained that, “At school I get to see others and what they are doing. We can work as a group for fun. I learn from my friends.” This implies that peer support was missing when the students learned virtually.
Similarly, Student F mentioned her difficulties of recording the video of the experiment although she had conducted the experiment at home as required. It was challenging for her to conduct the experiment and record herself simultaneously. There was no one at home to help her record the video while she was conducting the experiment.
The lower primary school students needed help from their parents. It was observed that if the parent was not beside the students, they failed to follow the instructions given by the teachers. The parent also prepared the materials for the lower primary students to do a science activity. If the parents were busy with their jobs and occupied, the lower primary students could not complete the work assigned by their teachers, especially tasks which involved hands-on activity.
Lack of physical interaction with teachers and peers
Lower primary students were fully guided by their parents. It was observed that the parents helped the students to check their emails and join the classes. On the other hand, the students didn’t have much opportunity to interact with teachers and peers.
The students mentioned that they missed their school life, teachers and friends. Student A mentioned that he wanted to go to school to see his friends, “I want to go to school ….
I want to play with my friends”. Lack of physical interactions with teachers and peers had an impact on the students’ interest to join virtual science lessons.
Unproductive group work
Group work or projects were not very successful in virtual learning due to the age of the students. In one science lesson, the teacher asked the lower primary students to write their thoughts about energy on online platforms such as Google Jam Board/
Padlet in groups. This activity was conducted to stimulate the students’ thinking and to get a glimpse of the students’ prior knowledge. It was observed that the students could not do it successfully. Some students were very playful. They changed other students’ writing/work on Padlet and Google Jam Board. It was also observed that
some students uploaded irrelevant, funny pictures on their group work rather than insightful thoughts. As a result, the collaborative learning process was hampered.
Technical problems
Technical issues also posed challenges to the students. Some students were in fear of losing the internet connection during lesson time. Student E mentioned that, “I am worried that I will have to skip the video if suddenly there is no internet connection.” It was also observed that some students joined the virtual lessons using Google Meet but left it after they joined the lessons. Therefore, they missed the science lessons delivered by their teacher. When asked for the reason for their absence, Student D explained, “I did not leave the call….My network was bad.”. This shows that the students missed the class because of bad internet connection. The speed of the internet also disrupted the students’ learning process. Student D explained that the videos shown by his teachers lagged.
Measures Taken by Teachers during Virtual Science Learning
The second research question explored the strategies taken by the teachers during virtual science teaching. The data showed that the measures taken by the teachers included: 1) redesigning the lesson plan; 2) utilising various teaching resources; 3) seeking parental support; and 4) varying assessment tasks.
Redesigning lesson plan
The teachers had to make adjustments to their lesson plan to teach science virtually during the pandemic. The first measure was to target fewer learning outcomes compared to face-to-face classes. Instead, the teachers used more time to achieve a specific learning outcome during the virtual lessons. For example, Ms. X said, “Now I don’t expect students to learn a large volume of science. Rather small baby steps along the topics related to the curriculum will be more practical. Keeping them in the routine is the most important thing.”
The teachers also redesigned the activities in the lesson plan to include some simple exercises in between their lessons. It was observed that teacher Z gave instructions such as “Go to your balcony and try to write ten different kinds of sound that you hear and come back to me”. This was aimed at grabbing the students’ attention and getting rid of their boredom caused by the long hours of screen time.
Utilising various teaching resources
The research findings revealed that the teachers used more videos and online games like Kahoot and Quizizz to teach science. Teacher X explained, “I try to play online
games or quiz to keep them engaged”. The teachers showed the students the slides on scientific facts and theories during the virtual lessons. Scientific experiments were also shown using YouTube. The students were given tasks on Google Jam Board, Google Slide and Google Docs so that they could complete the tasks anywhere and anytime. Since some students deleted their peer’s work on the Google Jam Board, Teacher Z set the Jam Board to “read-only” so that no student could delete another’s work.
It was observed that Teacher Z used videos to teach scientific facts. She played a video related to the conservation of energy and paused for a while, discussed the content of the video and continued to play the video. Videos were the main resources in her lesson planning as she explained, “In my physical class, I do not show too many videos, I teach by more hands-on activities. Sometimes I use role play. Due to the online teaching, I depend more on topic-related videos”. She searched for science-related videos on YouTube.
Apart from the virtual resources, the teachers also showed several real objects in front of the screen. For example, the Year 1 teacher showed torchlight and candles to the students when she taught a topic related to the source of light.
Seeking parental support
In the lower primary lessons, the teachers were found to work more closely with the parents. The parents helped the students at home in terms of conducting science experiments and gathering learning resources. The teachers contacted the parents more frequently. For example, the teachers organised daily meetings and weekly meetings with the parents to discuss their kids’ learning. Teacher Y explained, “I inform the parents beforehand if I want to do any activity. You know my kids are too young, they need their parents’ help to do the activities”.
At the upper primary level, the teachers also continuously informed the parents about their child/children’s learning. Teacher X said, “I have a Google spreadsheet of homework tracker that I share every weekend with the parents. I inform parents if their child is not present in the class or does not submit the homework.” Teacher X further explained that, “In a face-to-face class, I don’t do that (contact the parents) because they (the students) are present physically in my class. I can better monitor them than in the virtual classes.”
Teacher Y explained that she recorded the lessons and made them available for the parents so that they could view the recording and assist their kids during the learning process.
Varying assessment tasks
The teachers also had to make some adjustments to the assessment in response to the virtual learning. The teachers used both formative and summative assessments during the virtual lessons. The students were assessed based on their writing on Google Jam
Board or Padlet about a science topic. If some students did not want to write on a Jam Board, they could opt to write their responses in their workbook, take a picture of their work and submit it in their assigned google folder. The teachers used a Google Sheet to keep track of their students’ work submissions. They also checked the students’ folders for continuous assessment.
Student participation during class discussions was also a means of assessment used by Teacher Y. She said, “ I kept note of what the students said during a class discussion about a topic. It helped me to assess their learning.”
In terms of summative assessment, there was no examination in the IB system at the primary level. Students were assessed using alternative assessments such as presentations and the creation of a product. In virtual lessons, instead of preparing posters using physical materials such as Manila cards and papers, the students prepared their end-of-year presentations using virtual platforms such as Google Slides, Canva and Padlet.
Discussion
This study aims to identify the challenges faced by the primary students during virtual science learning and the strategies used by the teachers to facilitate their learning in this context. Among the challenges faced was not having a conducive learning environment at home due to distractions. The learning process could be disrupted by noises made by family members or even pets (Adedoyin & Soykan, 2020). In addition, the attention span for young children is cut short when there is a lack of reminders or when they encounter external stimuli (Bradbury, 2016). The students in this study lost their concentration when external stimuli such as sounds made by their siblings or more attractive videos drew their attention.
According to Piaget’s cognitive development theory, students aged between six and eleven years old are at the concrete operational stage (McLeod, 2021). Students at this age are mature enough to use logical thoughts or operations (i.e. rules) but they can only apply logical thinking to physical objects (McLeod, 2021). In science, students gain knowledge through observation and experimentation (Yeboah et al., 2019). The use of instructional resources is crucial to enhancing students’ learning (Spillane et al., 2001;
Orbay et al., 2003). The students in this study could not conduct science experiments at home because they did not have the right equipment or materials. Further, science can be complex to some young learners if it is not demonstrated physically in front of them. Online teaching may not leverage physical teacher-led education (Miller et al., 2021). Showing videos, Powerpoint slides, and explanations do not provide the necessary practical experience to the primary students. Students need to review their scientific knowledge in light of experimental evidence (Deshmukh et al., 2012). As such, this challenge could negatively impact students’ science learning experience and the development of scientific knowledge (Spillane et al., 2001).
This study also found that one device was sometimes shared among family members. Some families may not afford to buy more than one device (Lubis &
Dasopang, 2021). Technological tools needed for virtual learning such as laptops, tablets and smartphones are not cheap. Thus, the high cost of virtual learning and the affordability of the family may affect the online process negatively (Lubis &
Dasopang, 2021; Srichanyachon, 2014).
The research findings showed that the participants were deprived of direct guidance to inquiry activities and construction of knowledge when they learned virtually. This finding is in line with a previous study which showed that virtual learning has some limitations in terms of teacher-student interactions (Waldrop, 2013). Further, scientific knowledge is generated when students are engaged in interactions with the physical and natural world (Yeboah et al., 2019). Sadly, in online learning, young students are deprived of this interaction (Waldrop, 2013).
In practice, teachers need to design activities that can connect students with the community to stimulate their curiosity and motivation to learn science (Miller et al., 2021).
Similar to a previous study (Lubis & Dasopang, 2021), technical problems was identified as a hindrance to virtual science learning. Technical problems can be caused by unstable or poor internet connections. In addition, lower primary students are too young to join zoom or Google Meet by themselves. If they are not familiar with technological tools, they may not be able to follow virtual lessons effectively (Bhargava et. al., 2022; Lubis & Dasopang, 2021). Thus, information and communication technology skills are important prerequisites for virtual learning (Bhargava et al., 2022).
This study also found that the teachers proactively took several measures to address the challenges faced by the students. The teachers in this study still followed the same curriculum and yet, they adjusted the lesson plan and the delivery method of lessons in response to the abrupt shift to virtual teaching. They tried to use various online platforms for teaching. This was challenging because the teachers were not sure which methods might work for the students on a virtual platform. Teachers, who were used to conventional teaching delivery, were also obliged to embrace technology despite their lack of technological literacy (Barrot et al., 2021).
In an ideal science teaching setting, teachers create an environment where students will be involved in active questioning as well as identification of issues and answers by employing appropriate instructional strategies (Dass & Yager, 2009). It was observed the teachers used multiple learning resources such as videos and online collaborative tools to teach science facts and theories. The teachers also recorded their lessons and provided the links to the parents so that they could view the recorded lessons with their child at any time. The teachers also created opportunities for the students to learn synchronously and asynchronously. Synchronous online
learning involves real-time interactions between the teacher and the students, while asynchronous online learning occurs without a strict schedule for different students (Singh & Thurman, 2019). Synchronised teaching was helpful for some students in the upper primary as teachers can clarify students’ doubts and provide feedback to students on the spot (Khalil, 2020).
If parents are supportive and become a part of their kids’ learning, kids can achieve more from online teaching. In fact, parents can influence the quality and quantity of online learning for their young children through their positive attitude (Erdogan et al., 2019). The teachers in this study also worked closely with the parents to support the students during virtual learning. Parents need to spend time and effort in their child’s learning, especially when their child needs guidance during virtual learning. As such, the parents’ role is very important for virtual learning. In a virtual setting, a child can be easily engaged with other tasks without joining the class. A parent can ensure that their child is in the class as they are in the same house or room. Parents might play a mediating role by monitoring and regulating their children’s media use (Nouwen & Zaman, 2018). Parental aid was also needed for lower primary to open students’ email and help them join the virtual classes. Thus, parental support is vital for science experiments and practical lessons.
Assessment is an important part of learning. It should be noted that there is no standard or fixed assessment method for science in virtual teaching and learning.
The teachers in this study adopted different online assessment methods to assess their students’ learning. For example, the students were required to share their understanding of scientific knowledge using Google Slides or Jam Board. In some cases, the students conducted experiments at home and shared the videos. These tasks allowed the teachers to assess the students’ science process skills and scientific knowledge. Assessment for learning is appropriate to assess students continuously throughout the virtual learning process (United Nations Children’s Fund [UNICEF], 2021). This assessment approach allows teachers to monitor students’ progress and provide timely feedback to students (UNICEF, 2021).
Conclusion
This study was initiated to investigate the challenges faced by primary school students while they were learning science virtually. It also attempts to find out the measures taken by teachers for virtual teaching. The findings show that even though the students faced several challenges when they learned science in a virtual science context (Adedoyin & Soykan, 2020; Lubis & Dasopang, 2021; Mehdipour &
Zerehkati, 2013; Waldrop, 2013), it is possible to increase the effectiveness of virtual science learning through re-designed lesson plans and assessment tasks, cooperation between teacher-parents and various learning resources (Miller et al., 2021; Spillane et al., 2001). This study can help teachers better understand the challenges that
primary school learners face during virtual learning. It also provides some insights on the strategies that can be taken by teachers to cope with the sudden change in the mode of teaching. Hence, this study may help teachers improve the effectiveness of virtual science learning.
There were some limitations in this study. First, the data of this study was collected from one international school in the urban area. Thus, the findings might not give the bigger picture of science learning in other international schools or national schools. Second, the parents in this study are monetarily sound to buy technology tools for their children. As such, the findings from this study cannot be generalised to students from low socio-economic or marginalised groups who might have difficulty in getting a device for virtual learning. In addition, this study involved students from two different grade levels (i.e., Year 3 and Year 5). This selection had its limitations in terms of validity. Thus, differences in variables such as the level of student competency, cognitive development and complexity of curriculum might affect the validity of the research findings (Sürücü & Maslakçi, 2020).
In light of these limitations, there are some recommendations for future studies.
The same research can be extended to other school settings and involve students from different socio-economic backgrounds or marginalised groups as they may face other types of challenges during virtual science lessons. Future studies can also be conducted on a larger sample of students from the same grade level to gain a deeper understanding of the various challenges faced by a particular student group. This will help teachers design virtual science lessons which may better cater for the needs of this student group.
Open Access: This article is distributed under the terms of the Creative Commons Attribution License (CC-BY 4.0) which permits any use, distribution and reproduction in any medium, provided the original author(s) and the source are credited.
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