The adoption of the first online teaching and learning in the Ethiopian postgraduate classes during COVID-19: From public university instructors’ perspectives in the Amhara Region

Figures & data

Table 1. Descriptive and one-sample t-test results of instructors

Items	Mean	SD	t-Calculated	p-Value	Mean difference
Overall online course delivery	3.0848	.46013	3.101	.002	.08481
Online teaching practices	3.0389	.44887	1.457	.146	.03887
Online assessment practices	3.1920	.78979	4.089	.000	.19199

Note. N=283. df=282. *p is significant at a level of 0.05. Test-value is 3.

Table 2. One-way analysis of variance comparing online teaching and learning practices among Bahir Dar University, Wollo University and Debre Tabor University instructors

	University						F(2,280)	p-Value
	Bahir Dar		Debre Tabor		Wollo
	Mean	SD	Mean	SD	Mean	SD
Instructors’ online teaching and learning practices	3.18	.50562	3.02	.44096	3.03	.40156	3.649	.027

Table 3. Tukey post hoc multiple comparisons

University		Mean difference (I-J)	Std. Error	Sig.	95% Confidence interval
					Lower	Upper
Bahir Dar	Debre Tabor	.15551*	.06403	.042	.0046	.3064
	Wollo	.14625	.06765	.080	−.0132	.3057
Debre Tabor	Bahir Dar	−.15551*	.06403	.042	−.3064	−.0046
	Wollo	−.00926	.06869	.990	−.1711	.1526
Wollo	Bahir Dar	−.14625	.06765	.080	−.3057	.0132
	Debre Tabor	.00926	.06869	.990	−.1526	.1711

Note. *The mean difference is significant at the 0.05 level.

Data availability statement

Data are available from the author on a reasonable request