Chapter 5 Conclusion and Recommendations
5.4 Limitations
Even though this study revealed interesting and promising results, it is important to highlight the limitations of the study. One of the limitations was that the study included science teachers of American curriculum schools in Dubai only. Future studies could widen the research to include more educators, more schools, and other curriculums. Another limitation was that students’ perceptions should have been taken for online science classes to understand more their point of view on the difference between online science education and face-to-face. Further research could be done to include students’ perceptions and a comparison between students’
grades before and after the pandemic in science to understand how science online education affected their levels.
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APPENDICES
Appendix A: Questionnaire
Demographic Information:
a. Gender (Female, Male)
b. Academic Qualifications (Bachelor, Diploma, Masters) c. Teaching Experience (one to five, six to ten, more than 10)
Kindly read items Cluster 1, 2 and 3 and choose the answer that matches your perception. Use the following Likert scale: Strongly agree (SA), Agree (A), Neither agree or disagree (N), Disagree (DA), Strongly disagree (DA).
Cluster 1: Online Science Instructions
Online education is effective as face to face learning in Science classes.
Teachers had several trainings to understand the strategies to teach science online.
Various science resources were used such as simulations and virtual labs during Covid-19.
It was hard to prepare online science lessons compared to normal science lessons.
Teachers find it hard to assess students’ skills during online science education.
Teachers are able to cover all the required skills per class during science online education.
Teachers provide all students enough time to participate and express their ideas during science lessons.
Cluster 2: Practice of Online Science education
Students grasp the targeted scientific ideas and skills through online science classes better than face to face.
Students show responsibility in science online education during Covid-19.
Students are active during online science lessons and enjoy the resources used by their teacher.
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Students are more engaged when teachers use interactive lesson resources (virtual labs, simulations…) more than traditional lecturing during online science lessons.
Students have all the ICT skills needed to apply online science education successfully.
Students are attentive and following up with their science teacher at all times during online lessons.
Students are able to successfully complete their science work that reflects their understanding during online lessons.
Cluster 3: Students’ and Teachers’ Attitude
Students express frustrations during science online learning.
Students show less interest in science classes after switching to online education.
Science teachers experience stressful periods of time due to overcrowded tasks during online learning.
Science teachers feel their efforts are appreciated and encouraged to give more.
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Appendix B: Science Teachers’ Interview Questions
1. What strategies did you use in science online education plans?
2. What strategies did you use to assess students’ skills during science online education?
3. What future rectifications you would do if you were to teach science online again?
4. In your opinion, how do you think teaching science online can be improved?
5. How do leaders contribute in the success of online science education?