THE EFFECTS OF ONLINE TEACHING ON STUDENTS’ ACADEMIC PROGRESS IN STEM

Abstract

Online teaching environment is a challenge for science, technology, engineering, and mathematics (STEM) in-service teachers who feel worried about their ability to succeed in what might be an unfamiliar learning environment. This research focused on testing the effects of perceived risks and concerns by in-service teachers during online-only classes due to the coronavirus outbreak on student academic progress requirements across the different STEM disciplines. The research hypotheses were tested on a sample of 1444 in-service teachers teaching exclusively in the online environment, in Romania. A structural equation model was used to explore the possible links among two external variables (pedagogical and technological perceived risks), one mediator variable (student engagement), one control variable (school settings), and one output variable (student academic progress requirements). The results revealed significant negative paths from challenges mediated by student engagement to student academic progress, as well as positive paths from them to mediator factor. The school setting categories were negatively correlated with both perceived risk dimensions. The moderator role of student engagement on the challenges-outcome link was supported. The online teaching effects on student’s academic progress varied across the different STEM disciplines. The relevant common features for all STEM disciplines were further then demonstrated. Keywords: online class, pandemic emergency, STEM, structural equation modelling, student academic progress, in-service teachers