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The Negative Effects of the COVID-19 Pandemic on Middle School Teachers and Their

Students Resulting from Remote Learning: Teachers' Perspectives

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Instructor

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Introduction Chapter 3: Methodology

To maintain educational continuity, the COVID-19 epidemic forced educational

institutions to switch to remote or online learning. Concerns were raised about this abrupt change

regarding the negative impact on middle school learners. It is crucial to research the negative

effects of online or remote learning for middle school pupils as a result of the COVID-19

epidemic. This will enable the creation of evidence-based solutions by understanding the

difficulties experienced by middle school children, determining the effects on academic

achievement, looking at social and emotional well-being, and addressing equity and accessibility

concerns. This article presents a methodological approach to conducting this crucial study.

Research Questions

1. What were the challenges encountered by middle school teachers and their students while

attempting to adjust to remote learning during the pandemic?

2. What were the short- and long-term negative effects of remote learning on middle school

teachers and students, and how could the school districts have prevented or lessened these

effects?

3. Why were middle school teachers and their students unable to cover the state-mandated

curriculum for Grades 5-8 during the pandemic, and what measures were taken to counteract the

repercussions of lack of professional development and interrupted instruction?

Research Design

Research Methods: This study will employ a mixed-methods which is an approach that

employs inductive and deductive reasoning strategies to completely describe and explain the

examined phenomena from a variety of angles. This paradigm incorporates data both during the

collection and analysis processes. The sort of design chosen employs several designs from mixed
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techniques at various points in the research process. Since the investigation is based on a semi-

structured questionnaire that includes closed items with open-ended questions, it will thus begin

with a convergent, concurrent/embedded design. The interviews and open-ended questions in the

questionnaire make up the qualitative portion, which is the main component. The remaining

components are represented by the quantitative survey results (Popa et al., 2021, p. 4). The

online teaching and learning procedures will be evaluated using qualitative approaches, and the

results of the online teaching and learning will be evaluated using quantitative methods.

Sampling: The middle school pupils in the United States who switched to online learning during

the COVID-19 epidemic are the study's target group.

Sample Size: The number of participating schools and the viability of data collection will

determine the sample size. To achieve accurate statistical analysis and adequately represent a

range of experiences, an appropriate sample size will be chosen.

Methods of gathering data: Online surveys will be used to get quantitative information. Students'

challenges, academic achievement metrics, social and emotional well-being, and accessibility

issues will all be covered in the questionnaires. There will be open-ended questions

with multiple-choice.

Before collecting data, the relevant institutional review board will be consulted on ethical

considerations. Parents or legal guardians of participants and participants will be asked for their

informed permission. The participants' privacy and confidentiality will be maintained at all times

during the study procedure.

Setting
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The primary setting for data gathering will be the online learning environment. The

middle school pupils that made the switch to online learning during the COVID-19 outbreak will

be the main subject of this American study. The survey will include several schools from diverse

national geographic locations. The research attempts to obtain a thorough understanding of the

negative impacts of online learning on middle school students across various situations by

incorporating a variety of schools.

Purposive sampling will be used during the school selection process to ensure that there

is representation from a range of educational environments. With this strategy, schools with

various resources, different levels of infrastructure, and student populations will be included,

which can help to analyze the study goals more accurately.

Participants

Middle school students: The main participants in this study will be middle school pupils who

switched to online learning during the COVID-19 epidemic. To guarantee a representative

sample, a wide range of pupils from various middle schools around the United States will be

included.

Teachers: Participants will also include educators who supported middle school students' online

learning during the epidemic. These educators will share insightful information on the

difficulties they had when instructing in an online setting, their observations of students'

experiences, and their opinions regarding the drawbacks of online learning. To ensure diversity

in topic areas and levels of teaching experience, teachers will be chosen among the participating

schools.
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Other Stakeholders: Depending on the study's goals and the resources at hand, other stakeholders

who are participating in the online learning process may be considered. Parents or guardians of

middle school kids, educators, and policymakers may all be included in this group of

stakeholders. Their viewpoints can help shape policy-making and decision-making processes and

offer insightful information on the overall effects of online learning on middle school pupils.

A Legal Guardian: Informed permission will be sought from legal guardians before participation,

ensuring that they are participating voluntarily in the study. Participants will be given the

assurance that their answers will be kept secret and anonymous, and strong security measures

will be implemented to safeguard their privacy and personal data.

Measurement

Likert-Scale Inquiries: Students will rate how difficult it is for them to stay motivated, obtain

resources, and adjust to online learning. The survey questionnaire might have items with a Likert

scale to gauge participants' perspectives, attitudes, and experiences with online learning. Using a

predetermined Likert scale, participants may be asked to score how much they agree or disagree

with a series of items. Participants might be asked to score how much they concur with claims

like "Online learning has negatively impacted my academic performance". The Likert scale

normally has five or seven possible responses, with the alternatives "Strongly Disagree,"

"Disagree," "Neutral," "Agree," and "Strongly Agree" (Roy, 2020, p. 10).

Likert-Scale for Data Analysis: Following the gathering of survey data, responses on the Likert

scale may be examined to determine the distribution and central tendency of respondents'

perceptions. Insights into the general patterns and variability in participant responses may be

gained via descriptive statistics, such as computing the mean and standard deviation. Inferential
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statistics can also be used to investigate the connections between Likert-scale items and other

relevant factors, such as academic success or well-being. These techniques include correlation

analysis and group comparisons.

Likert-Scale for Reporting and Interpretation: The study findings can be used to describe and

understand the outcomes of the Likert-scale analysis. For each Likert-scale item, the mean scores

or proportions and accompanying measures of variability can be shown. The direction, size, and

any notable patterns or variations across subgroups or factors should all be taken into account

when interpreting the Likert-scale replies.

It is crucial to remember that the Likert scale is a subjective measuring instrument, thus

care should be taken while interpreting the findings. (Roy, 2020, p. 12) states that “Likert scale

show participants' views and opinions, which can be impacted by a variety of things like

personal biases or the context of the incident.” It is crucial to carefully construct the

questionnaire items, guarantee clarity in the statements, and perform pilot testing to evaluate

the comprehensibility of the scale in order to ensure the reliability of the Likert-scale measures.

Measures of academic performance: From school records, information on students' academic

achievement, such as grades, test results, and attendance statistics, will be gathered. These

objective evaluations will offer insightful data on students' academic performance during online

learning time. To access these documents, school officials or pertinent staff will be approached,

with the pupils' information being private and discreet at all times and inquire opinions on issues

including:

Students' struggles and experiences with online learning, detailing particular issues they had and

how they adjusted to the new setting.

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Teachers' views and perceptions of their students' participation, drive, and academic

development through online learning.

Perceptions of students' social and emotional state while pursuing online education.

Data Analysis: The gathered information will be thoroughly examined using the right methods,

such as quantitative analysis for survey results and qualitative analysis for interview transcripts.

The following methods may be used in the data analysis:

Validity and Reliability

Validity

The survey questionnaire and interview protocols will be carefully created to contain all

relevant details associated with the study objectives in order to ensure content validity. The items

and questions will be created after carefully examining the body of prior literature and talking to

professionals in the fields of education and online learning. In order to verify that the measuring

instruments effectively capture the targeted structures, pilot testing, and expert input will be

requested.

Examining the connections between the measuring instruments and the theoretical

constructs they are meant to assess can help demonstrate the construct validity. Dixon &

Johnston, (2019) states that “Considerable thinking and a strong argument in the Instruments

serve as the foundation for the majority of the construct validity evidence” (p. 10). The interview

and survey questions will be written in a way that is consistent with accepted theories and

conceptual frameworks about the negative impacts of online learning on middle school pupils.

The dimensionality and structure of the constructs may be evaluated using statistical methods

like factor analysis.

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Reliability

Measures of reliability, such as Cronbach's alpha coefficient, will be included in the survey

questionnaire for questions measuring the same construct to guarantee internal consistency and

reliability. According to Kilic, (2016), Cronbach's alpha is a method for evaluating reliability.

through shared variation comparison in items that make up the instruments (p. 12). High-

reliability coefficients show that the items are consistently testing the concept. When poor

reliability is seen, the measuring tool's internal consistency can be increased by revising or

removing the problematic elements.

If several researchers are engaged in data collection, coding, or analysis, inter-rater

reliability will be taken into account. Clear rules and regulations will be created to guarantee

uniformity in the methods used to gather data and the coding systems used. The research team

will hold regular meetings and discussions to resolve any disagreements and guarantee

consistency in the coding and interpretation of qualitative data.

The survey instrument's test-retest reliability may be evaluated by giving it to a sample of

participants twice. To assess the consistency and stability of the measuring instrument over time,

the results will be compared using statistical methods such as the Pearson correlation coefficient.

Data Collection

Pilot Testing: A period of pilot testing will be carried out prior to the real data collection. This

entails pre-testing the interview and survey methods with a small sample of respondents to find

out whether there are any possible problems, such as unclear questions or the need for

explanations. Hassan et al., (2006) state that it is important to carry out a pilot test to evaluate a
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study's viability and pinpoint any issues with the research (p. 10). Thus, the data-collecting

processes will be improved based on feedback from pilot testing.

Online questionnaires will be given to middle school pupils in order to gather quantitative

data. The study goals and the components being measured will guide the design of the survey

questionnaire. In order to distribute the questionnaires, internet survey platforms or systems for

schools will be used. Participants will get detailed instructions on how to finish the surveys, and

there will be a deadline for submitting their answers.

Interviews: All participants, including middle school students and instructors, will be the subject

of in-depth interviews. The interviews will take place over the phone or using video

conferencing software. In order to organize the interviews and guarantee uniformity across

participants, semi-structured interview procedures will be created. In addition to examining the

students' perspectives, experiences, and difficulties with online learning, the interviews will also

examine the teachers' observations and viewpoints of the student's involvement, drive, and

academic development. With the participants' permission, the interviews will be audio-recorded

and then transcribed for analysis.

Data Analysis

Quantitative Data Analysis:

Descriptive Statistics: To describe the quantitative data gathered through surveys and academic

performance indicators, descriptive statistics, such as measurements of central tendency and

measurements of dispersion (standard deviation, range), will be generated. In addition to

revealing any patterns or trends, this will give a basic summary of the data.
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Inferential Statistics: To analyze the links between variables and confirm the effects of online

learning on middle school student's academic progress and well-being, inferential statistical

techniques, such as regression and correlation analysis, will be used. Correlation analysis, for

instance, may be used to investigate the relationships between different variables, such as the

connection between academic achievement and challenges with online learning. Regression

analysis may be used to evaluate how different variables, such as teacher support or access to

technology, affect students' outcomes.

Group Comparisons: To investigate differences between participant subgroups, group

comparisons, such as analysis of variance (ANOVA), may be carried out. According to Connelly

(2021),  ANOVA is a statistical procedure used to examine variations between the means (or

averages) of several groups (p. 10). For instance, comparing the academic success of kids from

various socioeconomic origins or examining gender-based inequalities in well-being.

Quantitative Data Analysis

Thematic Analysis: When analyzing qualitative data, which entails finding themes and patterns

in textual or narrative data, thematic analysis is frequently utilized. However, a different strategy

is required to examine the data for this research study because it predominantly employs

quantitative data. Since thematic analysis does not include finding themes or patterns within

numerical data, it is not frequently utilized for quantitative data.

Instead, proper statistical approaches will be used in this study's quantitative data

analysis. These might include group comparisons and descriptive statistics (Sharifi, 2022, p. 5).

The quantitative information gathered from surveys and academic performance assessments will

be summarized and described using descriptive statistics. To give a summary of the data, it will
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be necessary to compute measurements of central tendency (such as mean and median) and

measurements of dispersion (such as standard deviation and range).

Triangulation: Triangulation can be used in the context of quantitative data analysis to increase

the validity of the findings by utilizing several data sources, metrics, or viewpoints. The

following are ways triangulation may be used in this study's quantitative data analysis:

Multiple Data Sources: To offer a thorough understanding of the research subject, triangulation

may entail gathering quantitative data from a number of sources. For instance, information can

be gathered from students, teachers, parents, or school officials. A more thorough comprehension

of the negative impacts of online learning may be attained by comparing and contrasting the

viewpoints of various stakeholders.

Multiple measures: Utilizing numerous measurements to evaluate the same concept or variable is

another method of triangulation. For instance, in this study, grade point average (GPA), results

from standardized tests, and teacher ratings may all be used to gauge academic success.

Researchers can confirm their findings and increase their confidence in the outcomes by using a

variety of measurements.

Methodological Triangulation: This describes the utilization of many research techniques to look

into the same subject. This may be done in the context of quantitative data analysis by fusing

survey data with other quantitative techniques, including experimental or observational data.

Researchers can counter-check the findings and get a deeper grasp of the study subject by using

various methodologies (Management Association; Information Resources, 2021, p. 20).

Integration of data: Triangulation may include combining quantitative and qualitative data. In

this study, qualitative information gathered through interviews can add context and support the
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quantitative results. Researchers can acquire a fuller and deeper knowledge of the

negative impacts of online learning on middle school pupils by comparing quantitative and

qualitative data.

Research Bias

Selection Bias: If the study's subjects are not typical of the general middle school student

population, selection bias may develop. A random sample technique may be used to ensure that

all eligible students who are interested in the study have an equal chance of being selected for the

research, minimizing this bias. In order to accurately reflect the characteristics of the population,

it is also crucial to gain the assent and participation of a wide range of pupils.

Non-Response Bias: A skewed sample results from non-response bias when the traits or

viewpoints of non-respondents differ from those of the respondents. Maximizing the response

rate should be a priority in order to counteract this bias. Participation may be boosted by

maintaining secrecy and anonymity, as well as by communicating with participants in a clear and

simple manner about the significance of their contribution. To find any potential bias, it is also

possible to compare the demographic traits of respondents and non-respondents.

Social Desirability Bias: When the participants respond in a way they perceive to be socially

acceptable rather than according to their actual beliefs or experiences, this is referred to as social

desirability bias. Assuring participants of the confidentiality and anonymity of their comments is

crucial in order to reduce this bias. For participants to give open, frank feedback, a secure

atmosphere can be created by using anonymous interviews. Additionally, using neutral language

and refraining from asking leading questions will lessen social desirability bias.
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Researcher Bias: Researcher bias happens when the study's design, data collecting,

or interpretation are affected by the researcher's own expectations. Researchers must retain

neutrality and limit their impact on the study process in order to counteract this bias. This may be

accomplished by adopting established data-collecting techniques, outlining the goals and

hypotheses of the study in detail, and, where appropriate, using blind data analysis.

Confirmation Bias: When researchers only look for or analyze data that supports their prior

conceptions or theories, this is known as confirmation bias. It is crucial to approach the study

with an open mind and actively look for different viewpoints and contradicting facts to reduce

confirmation bias. This bias may be found and reduced by using research teams with a variety of

experiences and doing peer evaluations or independent audits of the study process (Caughey et

al., 2020, p. 12).

Summary

In the context of the COVID-19 epidemic, this research project attempts to look into the

detrimental impacts of online learning on middle school pupils. Evidence-based solutions may be

established to ensure educational continuity by comprehending the challenges faced by students,

the consequences on academic progress, social and emotional well-being, and addressing equity

and accessibility issues. The study makes use of a thorough research design that places a strong

emphasis on technique, including the context, participants, measurement and instruments, data

collecting, and analysis, while dealing with potential biases.

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References

Caughey, D., Berinskey, A. J., Chatfield, S., Hartman, E., Schickler, E., & Sekhon, J. S.

(2020). Target estimation and adjustment weighting for survey non-response and

sampling bias. Cambridge University Press.

Connelly, L. M. (2021). Introduction to analysis of variance (ANOVA). Medsurg

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Dixon, D., & Johnston, M. (2019). Content validity of measures of theoretical constructs in

health psychology: Discriminant content validity is needed. British Journal of Health

Psychology. https://doi.org/10.1111/bjhp.12373

Hassan, Z. A., Schattner, P., & Mazza, D. (2006, August 31). Doing a pilot study: Why is it

essential? PubMed Central

(PMC). https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4453116/

Management Association; Information Resources. (2021). Research anthology on innovative

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