Vol. 9 No. 3 (2022): In Progress
Articles

Teachers’ Knowledge of Hybrid Teaching Practiced during the COVID-19 Pandemic and its Effects on Student Achievement

Hadi Rashed Al Ajmi
Educational Management, Saudi Arabia Open University, Saudi Arabia.

Published 2022-09-12

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Keywords

  • Hybrid teaching, Hybrid teaching knowledge, Psychological education knowledge, IT knowledge, Education tools knowledge, Teaching styles, Students achievement.

How to Cite

Ajmi, H. R. A. . (2022). Teachers’ Knowledge of Hybrid Teaching Practiced during the COVID-19 Pandemic and its Effects on Student Achievement. Journal of Education and E-Learning Research, 9(3), 166–174. https://doi.org/10.20448/jeelr.v9i3.4145

Abstract

This study aimed to investigate the level of teachers’ knowledge deemed necessary to meet the requirements of hybrid teaching during the Covid-19 pandemic. A descriptive quantitative approach was used in this study. A questionnaire was used as the tool for data collection; it was composed of three parts. The first part was designed to collect information on demographic characteristics, while the second part was used to collect information about teachers’ knowledge of psychological education theories, teaching styles, IT and education tools. The third part aimed to collect information about the students’ achievements based on teachers’ views. A simple random sample of teachers was selected, comprising 1500 teachers from government schools. The validity and reliability of the questionnaire were measured. The study concluded that teachers had little knowledge about the basic requirements for hybrid teaching and what had been practiced was actually emergency remote teaching. The study recommended the adoption of hybrid teaching strategies nationally as a desired move to be applied and evaluated regularly.

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