The study aims to uncover how online education is perceived by primary school staff and whether it is seen as a contributing or interfering factor by primary school teachers. The study hypothesizes that online education is viewed negatively as it does not allow effective communication with primary school pupils. The study suggests that among the factors seen negatively would be the inability to control what pupils that writing, whether they are following what the teacher is saying, and difficulties with maintaining discipline online.
The study design is a case study where teachers are given questionnaires, they are to fill in. The questionnaire will consist of two parts. The first part consists of 20 statements to which teachers should agree or disagree. The agreement would bring 1 point while the disagreement would bring 0 points. The more points a teacher gets, the more positively he or she perceives the use of online technologies for educating primary school children. In the second part, teachers will be asked to present their own opinions on what factors of online education can have a negative impact on the education of primary school children.
Thus, within the qualitative method, a yes and no approach as well as soliciting opinions with elements of the interview will be used. These methods are appropriate for the study as they allow us to assess how online education is perceived by teachers and what issues seem to be most challenging. After all the data is collected, the next step is to compare them with the hypotheses formulated at the beginning of the case study (Matta, 2022). At the end of the comparison stage, the researcher can draw a number of conclusions and decide whether the hypothesis is valid and how information obtained can be applied to enhance the process of primary school education.
Reference
Matta, C. (2022). Philosophical Paradigms in Qualitative Research Methods Education: What is their Pedagogical Role?. Scandinavian Journal of Educational Research, 66(6), 1049-1062. Web.