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

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...

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Autores principales:	Hanadi Abdullah Omaish, Anesa Hosein, Muhammed Usame Abdullah, Abdulmuhaimen Aldershewi
Formato:	article
Lenguaje:	EN
Publicado:	Elsevier 2021
Materias:	Mathematics University Conflict STEM Syria Knowledge Gaps Theory and practice of education LB5-3640
Acceso en línea:	https://doaj.org/article/b2efbc086d1044169b9a8290477d06d7
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id	oai:doaj.org-article:b2efbc086d1044169b9a8290477d06d7
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spelling	oai:doaj.org-article:b2efbc086d1044169b9a8290477d06d72021-11-30T04:17:41ZUniversity lecturer's perceptions on the causes of students’ mathematical knowledge gaps in conflict zones2666-374010.1016/j.ijedro.2021.100095https://doaj.org/article/b2efbc086d1044169b9a8290477d06d72021-01-01T00:00:00Zhttp://www.sciencedirect.com/science/article/pii/S2666374021000650https://doaj.org/toc/2666-3740In 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.Hanadi Abdullah OmaishAnesa HoseinMuhammed Usame AbdullahAbdulmuhaimen AldershewiElsevierarticleMathematicsUniversityConflictSTEMSyriaKnowledge GapsTheory and practice of educationLB5-3640ENInternational Journal of Educational Research Open, Vol 2, Iss , Pp 100095- (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	Mathematics University Conflict STEM Syria Knowledge Gaps Theory and practice of education LB5-3640
spellingShingle	Mathematics University Conflict STEM Syria Knowledge Gaps Theory and practice of education LB5-3640 Hanadi Abdullah Omaish Anesa Hosein Muhammed Usame Abdullah Abdulmuhaimen Aldershewi University lecturer's perceptions on the causes of students’ mathematical knowledge gaps in conflict zones
description	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.
format	article
author	Hanadi Abdullah Omaish Anesa Hosein Muhammed Usame Abdullah Abdulmuhaimen Aldershewi
author_facet	Hanadi Abdullah Omaish Anesa Hosein Muhammed Usame Abdullah Abdulmuhaimen Aldershewi
author_sort	Hanadi Abdullah Omaish
title	University lecturer's perceptions on the causes of students’ mathematical knowledge gaps in conflict zones
title_short	University lecturer's perceptions on the causes of students’ mathematical knowledge gaps in conflict zones
title_full	University lecturer's perceptions on the causes of students’ mathematical knowledge gaps in conflict zones
title_fullStr	University lecturer's perceptions on the causes of students’ mathematical knowledge gaps in conflict zones
title_full_unstemmed	University lecturer's perceptions on the causes of students’ mathematical knowledge gaps in conflict zones
title_sort	university lecturer's perceptions on the causes of students’ mathematical knowledge gaps in conflict zones
publisher	Elsevier
publishDate	2021
url	https://doaj.org/article/b2efbc086d1044169b9a8290477d06d7
work_keys_str_mv	AT hanadiabdullahomaish universitylecturersperceptionsonthecausesofstudentsmathematicalknowledgegapsinconflictzones AT anesahosein universitylecturersperceptionsonthecausesofstudentsmathematicalknowledgegapsinconflictzones AT muhammedusameabdullah universitylecturersperceptionsonthecausesofstudentsmathematicalknowledgegapsinconflictzones AT abdulmuhaimenaldershewi universitylecturersperceptionsonthecausesofstudentsmathematicalknowledgegapsinconflictzones
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University lecturer's perceptions on the causes of students’ mathematical knowledge gaps in conflict zones

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