Impact of the COVID-19 crisis on learning, teaching and facilitation of practical activities in science upon reopening of Irish schools

Figures & data

Table 1. Number of participating teachers by years of experience and education levels.

Number of years teaching	Primary teachers (n = 46)	Second-level teachers (n = 136)
less than 5 years	11	25
5 years or more	35	111

Figure 1. Overview measures in place to support science education (all teachers).

Table 2. Impact of measures on five aspects of teaching and learning in science (all teachers).

Aspect of teaching and learning in science	Very/somewhat negative impact of measures (% of respondents) (n=182)
Support student learning in science generally?	78
Differentiate (cater for different needs or abilities)?	74
Gather evidence of learning?	67
Assess/make judgements on student learning?	62
Facilitate practical activities?	94

Figure 2. Frequency of use of learning technologies by second-level teachers.

Figure 3. Frequency of use of learning technologies by primary teachers.

Figure 4. Frequency of facilitation of practical activities by second-level teachers.

Figure 5. Frequency of facilitation of practical activities by primary teachers.

Table 3. Catch-up supports identified through qualitative coding.

Catch-up support	Primary (% of total references)	Second-level (% of total references)
Home based learning using ICT	29	50
Revision, tests and quizzes	25	29
Timetable, schedule and pace changes	46	15
Afterschool classes	0	6