Abstract
How do low-income secondary school students excel learning online? Utilizing an exploratory mixed method and a case study, 16 interviews and an online Google survey were conducted with 137 participants consisting of administrators, teachers, parents, and counselors from an urban low-income secondary school to examine the effects of online policies and online learning on students’ grades in a low-income secondary school in Colorado, USA. Utilizing sense-making theory and phenomenology, qualitative findings show that, although the effects of online learning and policies on grades largely depended on the types of students, at least 50% of students’ grades declined during online learning. Furthermore, a multiple regression analysis showed no difference between in-person and online learning grades, while two logistic regression analyses showed strong associations between grade change, age, and teacher-student relationship. Thus, indicating that teacher-student relationship and maturity of students are key to attaining positive grades online. Moreover, older students who relied less on teachers experienced positive grades online, while the opposite experienced negative grades. Thereby, revealing the importance of collaborative training on academic efficacy for stakeholders to help motivate students in their learning, and to use efficient online policies, as well as include teachers and parents in online policy decision-making.
Presenters
Patience AganaStudent, PhD, University of Colorado Colorado Springs, Colorado, United States
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
KEYWORDS
Online Learning, Low-income Schools,Grades, Phenomenology, Sense-making, Remote Learning, Screen Time
