University lecturer's perceptions on the causes of students’ mathematical knowledge gaps in conflict zones

International Journal of Educational Research Open

Muhammed Usame Abdullah¹  Hanadi Abdullah Omaish²  Abdulmuhaimen Aldershewi³  Anesa Hosein⁴ 

[1] Corresponding author Anesa Hosein, Surrey Institute of Education, University of Surrey, Guildford, GU2 7XH, UK.;Department of Civil Engineering, University of Gaziantep, Gaziantep, Turkey;Department of Electrical and Electronics Engineering, Kahramanmaraş Sütçüimam University, Kahramanmaraş, Turkey;Surrey Institute of Education, University of Surrey, Guildford, UK;

关键词: Mathematics;    University;    Conflict;    STEM;    Syria;    Knowledge Gaps;   

DOI  :  

来源: DOAJ

【 摘 要 】

In conflict zones, young people's education is affected because of a lack of regular schooling. This results in young people having knowledge gaps which affects their engagement at universities. This study investigated university lecturers’ perceptions of their students’ mathematical knowledge gaps using a socioecological approach. Fifteen university lecturers from STEM disciplines (Science, Technology, Engineering and Mathematics) in Liberated Syrian were interviewed. Mathematical knowledge gaps were perceived to be exacerbated by the poor infrastructure of schooling systems, transport systems and utilities as well as the changing demography of the students. These were percived as contributing to poor attendance and engagement. The move to online learning during the Covid-19 pandemic appeared to enable students to reduce their knowledge gaps by raising attendance. The continuation of online learning is hence recommended for students studying in a conflict zone to reduce knowledge gaps.

【 授权许可】

Unknown