Cover Image

Providing inclusive education through virtual classrooms: a study of the experiences of secondary science teachers in Malaysia during the pandemic

During the COVID-19 pandemic, remote teaching was required to ensure that educators could continue teaching and that students could still attend classes. However, since the necessity for remote teaching occured, many teachers were not used to teaching virtually while ensuring that their students wer...

Full description

Saved in:
Bibliographic Details
Main Authors: Chua, Kah Heng, Bong, Way Kiat
Format: Article
Published: Taylor & Francis 2024
Subjects:
L Education (General)
Online Access:http://eprints.um.edu.my/47183/
https://doi.org/10.1080/13603116.2022.2042403
Tags: Add Tag
No Tags, Be the first to tag this record!
id my.um.eprints.47183
record_format eprints
spelling my.um.eprints.471832024-12-31T02:36:54Z http://eprints.um.edu.my/47183/ Providing inclusive education through virtual classrooms: a study of the experiences of secondary science teachers in Malaysia during the pandemic Chua, Kah Heng Bong, Way Kiat L Education (General) During the COVID-19 pandemic, remote teaching was required to ensure that educators could continue teaching and that students could still attend classes. However, since the necessity for remote teaching occured, many teachers were not used to teaching virtually while ensuring that their students were given equal opportunities and environments to obtain a quality education. The aim of this study is therefore to explore the experiences of secondary school teachers in Malaysia in providing a more inclusive education during the pandemic specifically in science-related subjects via virtual classrooms. An online survey was conducted among 126 science teachers. The findings indicate that the readiness of science teachers in providing inclusive education is not high. Their scores in terms of affective attitude, behaviour, cognition, competence and awareness were barely sufficient. Issues such as lack of experience teaching virtually, insufficient training and support from schools and educational authorities, and parents lacking technological competence and skills to facilitate their children's virtual classrooms at home were identified. This study has implications for researchers and educational institutions that intend to promote inclusive education in the context of remote teaching and learning. Taylor & Francis 2024-07 Article PeerReviewed Chua, Kah Heng and Bong, Way Kiat (2024) Providing inclusive education through virtual classrooms: a study of the experiences of secondary science teachers in Malaysia during the pandemic. International Journal of Inclusive Education, 28 (9). pp. 1886-1903. ISSN 1360-3116, DOI https://doi.org/10.1080/13603116.2022.2042403 <https://doi.org/10.1080/13603116.2022.2042403>. https://doi.org/10.1080/13603116.2022.2042403 10.1080/13603116.2022.2042403
institution Universiti Malaya
building UM Library
collection Institutional Repository
continent Asia
country Malaysia
content_provider Universiti Malaya
content_source UM Research Repository
url_provider http://eprints.um.edu.my/
topic L Education (General)
spellingShingle L Education (General)
Chua, Kah Heng
Bong, Way Kiat
Providing inclusive education through virtual classrooms: a study of the experiences of secondary science teachers in Malaysia during the pandemic
description During the COVID-19 pandemic, remote teaching was required to ensure that educators could continue teaching and that students could still attend classes. However, since the necessity for remote teaching occured, many teachers were not used to teaching virtually while ensuring that their students were given equal opportunities and environments to obtain a quality education. The aim of this study is therefore to explore the experiences of secondary school teachers in Malaysia in providing a more inclusive education during the pandemic specifically in science-related subjects via virtual classrooms. An online survey was conducted among 126 science teachers. The findings indicate that the readiness of science teachers in providing inclusive education is not high. Their scores in terms of affective attitude, behaviour, cognition, competence and awareness were barely sufficient. Issues such as lack of experience teaching virtually, insufficient training and support from schools and educational authorities, and parents lacking technological competence and skills to facilitate their children's virtual classrooms at home were identified. This study has implications for researchers and educational institutions that intend to promote inclusive education in the context of remote teaching and learning.
format Article
author Chua, Kah Heng
Bong, Way Kiat
author_facet Chua, Kah Heng
Bong, Way Kiat
author_sort Chua, Kah Heng
title Providing inclusive education through virtual classrooms: a study of the experiences of secondary science teachers in Malaysia during the pandemic
title_short Providing inclusive education through virtual classrooms: a study of the experiences of secondary science teachers in Malaysia during the pandemic
title_full Providing inclusive education through virtual classrooms: a study of the experiences of secondary science teachers in Malaysia during the pandemic
title_fullStr Providing inclusive education through virtual classrooms: a study of the experiences of secondary science teachers in Malaysia during the pandemic
title_full_unstemmed Providing inclusive education through virtual classrooms: a study of the experiences of secondary science teachers in Malaysia during the pandemic
title_sort providing inclusive education through virtual classrooms: a study of the experiences of secondary science teachers in malaysia during the pandemic
publisher Taylor & Francis
publishDate 2024
url http://eprints.um.edu.my/47183/
https://doi.org/10.1080/13603116.2022.2042403
_version_ 1821001888785498112
score 13.22586

Similar Items