Adaptation to Remote Teaching during Spring 2020 Amidst COVID-19: Perspectives of Advanced Placement Statistics Teachers

Abstract

During the Spring 2020 semester, K-12 teachers throughout many parts of the world adapted from face-to-face to online teaching. To better understand these experiences, seven advanced placement (AP) Statistics high school teachers were interviewed following a semi-structured protocol. A collaborative and consensus-driven analysis of transcripts revealed 12 distinct themes. The three most extensively discussed themes appeared to be assessment (19.11%), communication methods (12.23%), and use of online instructional approaches (11.90%). Teachers from schools that did not provide devices to students (i.e., not “one-to-one”) tended to report concerns around digital access more frequently (6.87%) and tended to express a more negative sentiment (Sentiment Mean = –.09) than teachers at schools that provided devices (5.69%; Sentiment Mean = 1.35, p < .01). These findings highlight issues facing teachers during the transition to remote and online instruction and suggest a need for supporting teachers in developing familiarity with online and remote assessment resources and strategies.

Keywords:

• AP Statistics
• online teaching and learning
• mixed-methods
• COVID-19
• teacher perspectives

Acknowledgements

This work was supported by a National Science Foundation CAREER (Grant #DRL-1350787) and an Institute for Education Sciences (Grant #R305A180269) awarded to Dr. Ying Cheng. We would like to thank members of the Learning Analytics and Measurement in Behavioral Sciences (LAMBS) Lab at the University of Notre Dame for their contributions to the broader discussion of the topic. We would also like to thank the high school statistics teachers who contributed to this project.

Disclosure statement

The authors have no competing interests to declare.

Data availability statement

The data that support the findings of this study are available on request from the corresponding author. The data are not publicly available due to their containing information that could compromise the privacy of research participants.

Notes

1 https://doi.org/10.17605/osf.io/5xka2

2 https://doi.org/10.17605/osf.io/5xka2

3 https://doi.org/10.17605/osf.io/5xka2