Teachers’ Views on Online Mathematics Teaching Barriers During The Covid-19 Pandemic: The Case of Turkey

Abstract

Due to the COVID-19 pandemic, Turkey's 19 million students and 1.2 million teachers rely entirely on online instruction. This study looks at the perspectives of math teachers on the teacher, school, curriculum, and student hurdles to E-learning deployment during the COVID-19 epidemic. It also evaluates the connection between the degree of barriers and teachers' backgrounds. Furthermore, it assesses the relationship between barrier levels with teachers’ demographic backgrounds. This study collected data through an online questionnaire, and random sampling was employed. The sample consisted of 364 participants (210 male and 154 female) who were middle school and elementary school mathematics teachers. According to the study's findings, the student-level barrier had the biggest influence on adopting e-learning. The school- and curriculum-level barriers are positively connected with the student-level barrier. The study found that barriers were unaffected by the backgrounds of teachers. This study highlights the significance of student voices in overcoming e-learning challenges and utilizing its advantages during this epidemic and beyond.

Keywords

• COVID-19
• e-Learning
• barriers to e-Learning in mathematics education

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