Page 89 - 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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Online Math Lessons in Junior Grades of Primary School amid the COVID-19 Pandemic
Hard .
Easy
Not harmonize .
.
Figure 2 Harmonization of the Mathematics Curriculum
developed by the Ministry of Education, Science and Technological Develop-
ment of the Republic of Serbia.
The obtained results show that more than half of the teachers (58.51) said
it was difficult to harmonize the curriculum realized on the platform ‘Moja
škola’ with their own work plan (figure 2). A quarter of the surveyed teachers
(24.47) had no difficulties, and 17.02 of teachers stated they did not har-
monize their plans with TV lessons. We can conclude that the lessons broad-
cast on television did not follow the plan of the majority of teachers and that
teachers in such circumstances had to pay extra attention to bridging that
gap and organizing additional work with students.
If we analyse the response of teachers according to independent vari-
ables, we can observe that teachers with more work experience expressed
the opinion that they had more difficulties in aligning their plan with the
plan brought in by the Ministry of Education, while on the other hand, this
job was easier for teachers with less than 10 years of work experience (table
2). It is interesting that teachers with work experience of more than 10 years
and over 20 years stated to a greater extent that they did not harmonize their
work plan with the plan that was uniform for everyone in the Republic of Ser-
bia. The observed differences in teacher responses are statistically significant
(χ2 = 45.556, df = 6, p = 0.000).
Table 2 Teachers’ Opinion on Harmonization of the Mathematics Curriculum
Opinion Years of work experience Levels of studies
– – – > () ()
Hard f
Easy f . . . . . .
Not Harmonize f
Total f
f . . . . . .
f
f .
f . . . . .
.
. . .
. .
Notes Column headings are as follows: (1) basic academic studies, (2) master academic stud-
ies.
89
Hard .
Easy
Not harmonize .
.
Figure 2 Harmonization of the Mathematics Curriculum
developed by the Ministry of Education, Science and Technological Develop-
ment of the Republic of Serbia.
The obtained results show that more than half of the teachers (58.51) said
it was difficult to harmonize the curriculum realized on the platform ‘Moja
škola’ with their own work plan (figure 2). A quarter of the surveyed teachers
(24.47) had no difficulties, and 17.02 of teachers stated they did not har-
monize their plans with TV lessons. We can conclude that the lessons broad-
cast on television did not follow the plan of the majority of teachers and that
teachers in such circumstances had to pay extra attention to bridging that
gap and organizing additional work with students.
If we analyse the response of teachers according to independent vari-
ables, we can observe that teachers with more work experience expressed
the opinion that they had more difficulties in aligning their plan with the
plan brought in by the Ministry of Education, while on the other hand, this
job was easier for teachers with less than 10 years of work experience (table
2). It is interesting that teachers with work experience of more than 10 years
and over 20 years stated to a greater extent that they did not harmonize their
work plan with the plan that was uniform for everyone in the Republic of Ser-
bia. The observed differences in teacher responses are statistically significant
(χ2 = 45.556, df = 6, p = 0.000).
Table 2 Teachers’ Opinion on Harmonization of the Mathematics Curriculum
Opinion Years of work experience Levels of studies
– – – > () ()
Hard f
Easy f . . . . . .
Not Harmonize f
Total f
f . . . . . .
f
f .
f . . . . .
.
. . .
. .
Notes Column headings are as follows: (1) basic academic studies, (2) master academic stud-
ies.
89
