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Journal of Higher Education Theory and Practice ; 23(8):18-29, 2023.
Article in English | ProQuest Central | ID: covidwho-20232507

ABSTRACT

This study explores secondary school mathematics teachers ' perceptions of teaching and learning during to post the COVID-19 Pandemic. The Quantitative data were collected through a survey of 45 secondary school mathematics teachers (34 females and 11 males). Moreover, the qualitative data were collected through semi-structured interviews with four secondary school mathematics teachers (2 females and two males). The quantitative data were analysed statistically. Moreover, thematic analysis was used to analyse the qualitative data. The quantitative results indicate a significant connection between teachers ' difficulties in teaching and learning and their profiles: their school type, academic degree, and professional qualification. The secondary mathematics teachers ofpublic schools faced more obstacles than the teachers of private schools. The qualitative analysis showed thatfive main instructional aspects might affect teaching and learning success during the pandemic era: learning modes, learning activities, learning media, learning tools, assessment, and time consumption.

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