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SEKCIYA 2.
PEDAGOGIKA HÁM OQÍTÍW METODIKASÍ
СЕКЦИЯ 2.
ПЕДАГОГИКА И МЕТОДИКА
ПРЕПОДАВАНИЯ
TEACHER EXPECTATIONS AND STUDENTS ACHIEVEMENTS DURING CONFINEMENT
IN COVID-19 PANDEMIC.
A CASE STUDY OF STUDENTS E-ACHIEVEMENTS AT ALGERIAN UNIVERSITIES
Abderrahim Bouderbane
Associate Professor
Department of English
University centre of Mila, Algeria
abderrahim.bouderbane@gmail.com
Abstract:
This study aims at exploring the effects of using online platforms on learner‘s achievements
and the teachers‘ expectations towards distance learning. The problematic issue in this research indicates
that the shift to distance education was a state of disturbance for students who were not fully prepared to
take in knowledge in such E-learning contexts. Therefore, it was difficult for students to track down the
courses, the functionality of the platforms, and testing and learning objectives. This affected E-
achievements of students in distance education due to the unfamiliarity of the use of platforms, digital
literacy, and internet availability for them. In this quantitative study, an online questionnaire was
administered to 165 teachers from 20 Algerian universities to find out the relation between E-learning and
E-achievements with teachers expectations during confinement. The results indicated a strong correlation
between E-achievements and distance learning in some specific domains such as computer science,
science and technology and management.
Introduction
The world has witnessed a turning point in terms of the means and methods of education.
Educational activities became more self-reliant and were achieved in online platforms to prevent people
from COVID-19. However, most third world countries are not fully prepared for online education, as they
have so many problems like internet disruptions, lack of teaching materials, lack of seriousness,
motivation and interaction in online platforms. In Algeria, most universities has used two basic online
platforms which are ‗Google meet and Moodle‘. Hence, during confinement and with the slogan of ‗stay
home stay safe‘ students are supposed to have a lot of free time to take online classes and interact in
distance education. The routines and daily life activities of students affected their E-learning
achievements.
1. Literature review
Previous research in teachers‘ expectations and learners‘ achievements was based on models like
Rosenthal [cited in Tauber, 1998] who identified four factors which explain how teachers convey
expectations and they are climate, feedback, input and output. Teachers here make use of emotional
responses in specific climates (environments) like smiling and nodding because teachers tend to interact
more with high-level expectation students by providing more input, and more output. In another
influential model, Davies [2015] contextualized teacher expectations according to students‘ level in the
classroom. This model was very subjective than previous models [Brophy and Good 1970; Darely and
Fazio, 1980]. Recently, many researchers included other factors which influence teacher expectations and
learners‘ achievements like socioeconomic [Bouderbane, 2020], decency and beliefs [Rubie-Davies et al.,
2020], ethnicity [Gershenson et al., 2016] and Gender [Tiedemann, 2000]. These attributes are very
important in the classroom as they give teachres a clear image of how they interact with learners
according to these attributes .
However, less research was made to discuss the relationship between distance learning, and
teachers expectations and learners achievements. Manuela,
et al
[2010] investigated different facets of
students‘ expectations and experiences are linked to students online course satisfaction. In another study,
Karla Lobos Peña,
et al,
[2021] tried to link between online learning and teachers‘ expactations in
COVID-19 pandemic. This study regarded the demographic entry at the beginning of academic years as
important for students achievements when teachers expectation are deciphered appropriatly. Most
importantly, lack of communiction in distance education is considered as a barrier to students
achievements and their expeectations [Xu Qingyu, et al, 2020 : 1]. As a result, communication is
important in distance learning.
2. Methods
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This quantitative research was conducted through a questionnaire submitted online to a snowball
sample of 165 teachers in a period of 18 days. The questionnaire was submitted particularly in some
online groups of university teachers, and they are requested to forward the questionnaire to colleagues.
The aim of the questionnaire is to establish a correlation between the research variables: teachers
expectation, students E-achievements and distance learning. The correlation was made through Pearson
correlation coefficient (R) which shows strength and weakness of correlation when the estimated value is
strong or weak if it is near to +1 or –1 respectively. All the necessary statistical measures including t-test,
mean, and medium were made to confirm the correlation.
3. Results
The results of the qualitative questionnaire indicated a number of features which influence
students‘ E-achievements and teachers‘ expectations in distance education. The following table
summarizes the most important features:
Number
Feature
Sample
Representation
percentage
1
Digital literacy
48
29,09%
2
Internet issues
32
19,93%
3
lack of direct contact
25
15,15%
4
Content selection
21
12,72%
5
Course type (on moodle or
google meet)
16
9,69%
6
E-tasks and E-exams
11
6,57
Table 1. Results of the questionnaire
The statistical calculations are made to confirm the correlation coefficient (r) together with
calculating the T-ratio T, the degree of freedom
df
, and the Alpha level A between the research variables.
The following table summarizes the statistical results!
Table 2. Correlation coefficient of the variables
4. Discussion
The analysis of the results reveals that there is a fairly high correlation of <0,57 between distance
learning, and students‘ achievements, therefore it is specifically important to know that the factors most
referred by teachers in the questionnaire focus on digital literacy, internet issues, and teaching methods in
distance learning. Results indicated also a strong relation between students‘ area of study and
achievements like students of scientific areas (computer science, science and technology, and
management) are always expected to achieve better in distance education. Hence, teachers of computer
science report more utilization of options in the platform `Moodle`, while their students are the most
interactive and self-reliant in distance learning.
In addition, since the correlation is <0,57 and the degree of freedom
df
equals 165-2=163, so the
Alpha level A equals:
A=
A= 0.2% this is the level of confidence
As a result, we can say that about 0.43% of the factors occurred haphazardly, and expectation are
influenced mainly by students activities during the pandemic including daily life activities, leisure
activities and online jobs. These activities kept students preoccupied in distance education and increased
their self-awareness in distance education.
Conclusion
We can say that teachers‘ expectations and students‘ achievements are much more related to
digital literacy and internet issues in distance learning. The fact is that, students‘ motivation, seriousness
and interaction are higher with good computer skills and this is distinguishable in between science
students, and social science students who are used to stereotypical face-to-face lessons with handwritten
Research variable
Percentage
Degree
of
freedom (
df
)
E-achievements
0,313
163
Teachers
expectations
0,241
163
Distance education
0,576
163
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handouts. It is also agreed on that home activity during confinement play a significant role in determining
teachers‘ expectations and teachers and students E-achievements. The more students engage in different
daily life activities such as practicing sport, playing games, and even online jobs, the less E-achievement
they obtain in finals and exams. The solution is moderation and students should manage their time
throughout the week which is a compulsory course in distance education.
REFERENCES :
1.
Bouderbane, A. (2020). Student social background and teacher expectations: The self-fulfilling
prophecy.
Cross-Cultural Communication, 16
(1), 17-22. doi: 10.3968/11500
2.
Brophy, J. E. & Good, T. L. (1974).
Teacher-Student relationships: Causes and consequences
.
New York: Holt, Rinehart and Winston.
3.
Darley, J. M. & Fazio, R. H. (1980). Expectancy confirmation processes arising in the social
interaction sequence.
American Psychologist, 35
(10), 867-881. doi: 10.1037/0003-066X.35.10.867
4.
Gershenson, S., Holt, S. B. & Papageorge, N. W. (2016). Who believes in me? The effect of
student-teacher demographic match on teacher expectations.
Economics of Education Review
,
52
, 209-
224. doi: 10.1016/j.econedurev.2016.03.002
5.
Lobos Peña K, Bustos-Navarrete C, Cobo-Rendón R, Fernández Branada C, Bruna Jofré C and
Maldonado Trapp A (2021) Professors‘ Expectations About Online Education and Its Relationship With
Characteristics of University Entrance and Students‘ Academic Performance During the COVID-19
Pandemic. Front. Psychol. 12:642391. doi: 10.3389/fpsyg.2021.642391
6.
Manuela Paechter, Brigitte, Maier Daniel Macher
(2010) Students‘ expectations of, and
experiences in e-learning: Their relation to learning achievements and course satisfaction. Computers and
Education (54)1:222-229.
7.
Rubie-Davies, C. M. & Peterson, E. R. (2016). Relations between teachers‘ achievement over and
underestimation, and students‘ beliefs for Maori and Pakeha students.
Contemporary Educational
Psychology, 47
, 72-83. doi: 10.1016/j.cedpsych.2016.01.001
8.
Tauber, R. T. (1998). Good or bad, what teachers expect from students they generally get (Report
Number EDO-SP-97-7). Washington, DC: ERIC Clearinghouse on Teaching and Teacher Education.
(ERIC Document Reproduction Service No. ED 426 985)
9.
Tiedemann, J. (2000). Gender-related beliefs of teachers in elementary school mathematics.
Educational Studies in Mathematics
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(2), 191-207. doi: 10.1023/A:1003953801526
10.
Xu, Qingyu ; Abu Baker ; Kiramat, Shah (2020). The effects of communication barriers on
distance learners achievements.
Revisita Argentina de Clinica Psicoogica
.xxix (5) ;248-264.
DOI ;10.24205/03276716.2020.1027
TYPES OF COMMUNICATIVE ACTIVITIES AND THEIR ARRANGEMENT
Paluanova X.D.
DSc., prof., Methodology of teaching English language department,
UzSWLU, Tashkent, Uzbekistan
tel: 90 594 06 76
Abstract
: This article deals with types of communicative activities, their arrangement and techniques of
communicative teaching. There is the description of four different types of communicative activities,
which achieve different learning goals. They are best suited to different kinds of tasks, require different
kinds of seating arrangement, and draw on or encourage different kinds of social relationships.
Key
words
: Communicative activities, superior-inferior activities, types of arrangement, learning goals,
combining group, different task.
Different scholars define some different types of communicative activities. D.Gross states, that
there are three general types of communicative activities:
informal learning groups, formal learning
groups
, and
study teams
.
Informal learning groups
are ad hoc temporary clustering of students within a single class
session. Informal learning groups can be initiated, for example, by asking students to turn to a neighbor
and spend two minutes discussing a question you have posed. Teachers can also form groups of three to
five to solve a problem or pose a question. They can organize informal groups at any time in a class of
any size to check on students' understanding of the material, to give students an opportunity to apply what
they are learning, or to provide a change of pace.
