Instructional Math Strategies Utilized by Elementary Teachers in Title I Elementary Schools to Improve Math Performance Following Virtual Instruction Due to the COVID-19 Pandemic: Descriptive Qualitative Study
Date
2024
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
Abstract
The problem is that Title I schools experienced learning loss due to the abrupt transition from in-person instruction to virtual instruction in the Spring of 2020 due to the COVID-19 pandemic. Research showed that learning loss, especially in math, occurred due to the transition to virtual instruction; additional research is needed to combat this loss. The literature gap is due to school districts recently identifying the negative impact of virtual instruction. The purpose of this qualitative descriptive study was to identify the math instructional strategies used by Title I elementary teachers in grades 3–5 in the Atlanta, Georgia, metropolitan area following the COVID-19 pandemic. Vygotsky’s zone of proximal development and Bloom’s taxonomy emphasize the benefits of environmental tools and a more significant other to improve student comprehension. Three research questions focused on teachers’ experiences teaching virtually, current math instructional strategies used for in-person instruction, and reasons for selecting these strategies. The study sample was 15 to 20 Title I elementary teachers who taught math virtually during the pandemic and in person following virtual instruction. Data was collected from semi-structured interviews and transcribed, member-checked, and analyzed by MAXQDA. Seven themes were found: strenuous, challenges of virtual instructions, instructional strategies and tools, blended learning, focus on content comprehension not obtaining the correct answer, increased student engagement, and traditional. Findings indicated teachers’ preference for blended learning. Including the perspectives of students and administrators and increasing the participant pool are recommendations for future research.
Description
item.page.type
Other