Page 13 - IJSA, Vol. 3, No 2, 2020

рrint ISSN: 2617-2682; online ISSN: 2707-3637; DOI:10.26697/ijsa IJSA

(10.3% of respondents rated the satisfaction level as respondents (5.6% said it was “very positive”, and
“low”, and 4.1% as “very low”). Only 3.5% of 21.7% said it was “positive”). However, 54.2 % of
respondents are unable to evaluate the level of their respondents evaluated the effect as “negative” (13.1%
satisfaction with emergency remote teaching outcomes. said it was “very negative”, 41.1% said it was
The answers to the fourth question dealing with the “negative”, and 18.5% were undecided).
effect of social distancing measures on physical and Table 2 contains statistical data concerning the
mental health demonstrate a different trend. The positive differences between two groups of stakeholders –
evaluation of the effect was given by 27.3% of teachers and students.

Table 2. Data on the individual level of preparedness for emergency remote teaching during CoVID-19 pandemic
according to teachers/students.
Data grouped according to Stakeholders and Level of preparedness (people/%)
Very positive/ Positive/ Negative/ Very negative/ Undecided/ Total
Question very high high low very low neutral (people)
teachers students teachers students teachers students teachers students teachers students teachers students
1 72/33.3 111/29.4 64/29.6 103/27.2 45/20.8 96/25.4 13/6.0 35/9.3 22/10.2 33/8.7 216/100 378/100
2 56/25.9 121/32.0 119/55.1 232/61.4 16/7.4 8/2.1 12/5.6 7/1.9 13/6.0 10/2.6 216/100 378/100
3 48/22.2 125/33.1 100/46.3 215/56.9 40/18.5 21/5.6 16/7.4 8/2.1 12/5.6 9/2.4 216/100 378/100
4 16/7.4 17/4.5 64/29.6 65/17.2 74/34.3 170/45.0 14/6.5 64/16.9 48/22.2 62/16.4 216/100 378/100

When responding to the first question, 62.9% of teachers above effect negatively: low – 34.3% of teachers and
and 56.6% of students assessed positively the level of 45.0% of students, very low – 6.5% of teachers and
institutional preparedness for remote teaching/learning 16.9% of students. Characteristically, 22.2% of teachers
conditions caused by the pandemic: very high – 33.3% and 16.4% students failed to assess the effect of the
of teachers and 29.4% of students; high – 29.6% of pandemic-caused social distancing measures. It can be
teachers and 27.2% of students. However, 26.8% of emphasized that the negative attitude is more
teachers and 34.7% of students assessed the level of pronounced in student responses (21.1% more such
institutional preparedness negatively: low – 20.8% of responses compared with those given by teachers).
teachers and 25.4% of students, very low – 6.0% of Thus, the trends observed in the survey testify to the
teachers and 9.3% of students. Notably, 10.2% of absence of marked differences in responses of teachers
teachers and 8.7% of students were unable to assess the and students to the first question only, which means that
level of institutional preparedness. both categories of stakeholders are prepared well for the
When responding to the second question, 81.0% of educational “emergency”. In contrast, the responses to
teachers and 93.4% of students assessed positively their the second, third and fourth question demonstrate
own level of preparedness for teaching/learning in marked differences in attitudes. Moreover, one can draw
conditions of the pandemic: very high – 25.9% and a conclusion that it is the faculty but the student body
32.0%, high – 55.1% and 61.4% respectively. that is affected more negatively by the social distancing
Nevertheless, 13.0% of teachers and 4.0% of students measures introduced during the pandemic.
assessed their own level negatively: low – 7.4% and To estimate the discrepancy validity, we have used the
2.1%, very low – 5.6% and 1.9% respectively. Pearson method χ in this research. The study sample
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Moreover, no responses came from 6.0% of teachers and consisted of 594 responses obtained from 216 teachers
2.6% of students, which shows their lack of certainty. and 378 students. The differences were analyzed
When responding to the third question, 68.5% of between the observed values (the existing ones) and the
teachers and 90.0% of students were positive about expected values (the mathematically predicted as a
being satisfied with teaching/learning outcomes: 22.2% hypothesis) that follow the square distribution. The
of teachers and 33.1% of students reported “very high” expected values were determined based on group values
level of satisfaction, and 46.3% of teachers and 56.9% according to the null hypothesis. The statistical analysis
of students reported “high” level of satisfaction. At the was conducted using SPSS Statistics 26.
same time, 25.9% of teachers and 7.7% of students Tables 3–6 show the results of the calculations of the
responded negatively: low level –18.5% and 5.6%, and expected values based on the observed ones, according
very low level – 7.4% and 2.1% respectively. Notably, to each of the four questions.
5.6% of teachers and 2.3% of students failed to identify The statistical analysis of responses to question one
their level of satisfaction. reveals an insignificant difference between the expected
The effect of the pandemic-caused social distancing and the observed values (χ values are not at a critical
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measures on teachers and students’ physical and mental level). The null hypothesis stating the absence of
health is reflected in the fact that 37.0% of teachers and differences has been confirmed. When dealing with the
21.7% of students assessed those positively: very high – responses to questions 2-4, marked differences have
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7.4% of teachers and 4.5% of students, high – 29.6% of been observed (χ values have achieved a critical level
teachers and 17.2% of students. That means teachers for a fixed number of degrees of freedom df = (2-1) ×
seem to enjoy a greater measure of physical and × (5-1) = 4, so the null hypothesis has been rejected,
psychological comfort that students do, the teachers’ which leads to the conclusion that statistically
level of satisfaction being 15.3% higher. However, significant differences have been observed.
40.8% of teachers and 61.9% of students assess the

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