Page 121 - Drobnič Janez, Pelc Stanko, Kukanja Gabrijelčič Mojca, Česnik Katarina, Cotič Nastja, Volmut Tadeja. Ur. 2023. Vzgoja in izobraževanje v času covida-19. Koper: Založba Univerze na Primorskem
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nerable Groups of Children from the Perspective of Additional Professional Assistance . . .
Table 2 Number of Respondents (f ) Who (Dis)Agreed with the Statements about the
Vulnerable Groups of Children and the Average Value (X) of Agreeing
with a Certain Statement
Statements fX
These children were more affected by the COVID- situation than other .
children.
.
These children were less motivated for school. .
The motivation of these children for schoolwork was higher at school (‘live’) .
than in distance learning. .
These children were offered more individual lessons. .
.
These children receive more help and encouragement during lessons at
school (‘live’) than in distance learning. .
These children learn faster at school (‘live’). .
These children’s concentration is higher in school (‘live’) than in distance
learning.
During distance learning, I paid more attention to these children than to
other children.
I paid more attention to these children during distance learning than I nor-
mally do at school (‘live’).
Notes 1 – ‘I do not agree at all,’ 5 – ‘I strongly agree.’
ment of social skills. They also strongly agree in favour of ensuring equal op-
portunities for all students during distance learning and express the lowest
agreement with the statement regarding the appropriateness of the mea-
sures to contain the spread of COVID-19 in the field of primary education.
Table 2 shows (dis)agreement with certain statements regarding vulner-
able groups of children (children with special needs, gifted children, im-
migrant children, minority children, children whose mother tongue is not
Slovene, children from socially disadvantaged backgrounds and other chil-
dren who need more support and individualization). These were also an-
swered by all respondents, regardless of their position, year of employment
in the field of education, place of employment and so on. The respondents
expressed (dis)agreement on the scale from 1 to 5, with 1 meaning ‘strongly
disagree’ and 5 meaning ‘strongly agree,’ so in the last column (X) we can see
the degree of (dis)agreement with each statement – the closer the number
to the value 1, the lower the agreement with the statement, and the closer
the number to the value 5, the higher the agreement with the statement.
Respondents mostly agree with the statement ‘These children were more
affected by the situation with COVID-19 than other children.’ This is followed
by the statements expressing that ‘live’ schooling is more appropriate for
121
Table 2 Number of Respondents (f ) Who (Dis)Agreed with the Statements about the
Vulnerable Groups of Children and the Average Value (X) of Agreeing
with a Certain Statement
Statements fX
These children were more affected by the COVID- situation than other .
children.
.
These children were less motivated for school. .
The motivation of these children for schoolwork was higher at school (‘live’) .
than in distance learning. .
These children were offered more individual lessons. .
.
These children receive more help and encouragement during lessons at
school (‘live’) than in distance learning. .
These children learn faster at school (‘live’). .
These children’s concentration is higher in school (‘live’) than in distance
learning.
During distance learning, I paid more attention to these children than to
other children.
I paid more attention to these children during distance learning than I nor-
mally do at school (‘live’).
Notes 1 – ‘I do not agree at all,’ 5 – ‘I strongly agree.’
ment of social skills. They also strongly agree in favour of ensuring equal op-
portunities for all students during distance learning and express the lowest
agreement with the statement regarding the appropriateness of the mea-
sures to contain the spread of COVID-19 in the field of primary education.
Table 2 shows (dis)agreement with certain statements regarding vulner-
able groups of children (children with special needs, gifted children, im-
migrant children, minority children, children whose mother tongue is not
Slovene, children from socially disadvantaged backgrounds and other chil-
dren who need more support and individualization). These were also an-
swered by all respondents, regardless of their position, year of employment
in the field of education, place of employment and so on. The respondents
expressed (dis)agreement on the scale from 1 to 5, with 1 meaning ‘strongly
disagree’ and 5 meaning ‘strongly agree,’ so in the last column (X) we can see
the degree of (dis)agreement with each statement – the closer the number
to the value 1, the lower the agreement with the statement, and the closer
the number to the value 5, the higher the agreement with the statement.
Respondents mostly agree with the statement ‘These children were more
affected by the situation with COVID-19 than other children.’ This is followed
by the statements expressing that ‘live’ schooling is more appropriate for
121
