EDU731-1 Dissertation Page 1 EDU731-1 Disserta

EDU731-1: Dissertation
Page 1 EDU731-1: Dissertation
APA Guide
ΑPA: Examples of citations in in-text references and reference
list
Referencing sources
-text source in your reference list.
In-text sources - paraphrasing

While Wolverton et al. (2005) used their research to explore the
needs of academic
department chairs; their comments could just as easily reflect
the needs of those who lead
academic programs within departments.
In-text sources – direct quotes
quotation marks and
included in the body of the text. The surname of the
author/authors, year of
publication and page numbers need to be included as well.
As Knight and Trowler suggest (2000, p. 69), “the ways in
which academic staff (faculty)
experience their work often inhibit them from taking up what
the research consensus
suggests are ways to be better teachers”.

Or
It has be noted that “the ways in which academic staff (faculty)
experience their work often
inhibit them from taking up what the research consensus
suggests are ways to be better
teachers” (Knight and Trowler ,2000, p. 69).
Page 2 EDU731-1: Dissertation
the main text as a
separated paragraph. Quotation marks are not required. Double
space needs to be
used for the quote. As with shorter quotes the surname of the
author/authors, year of
publication and page numbers need to be included.

As he puts it, heads of department and department chairs “are
not the only leaders in
university departments”:
One of the problems with the literature ... is that, at least
implicitly, it associates
significant leadership of university departments with
individuals who are at least
formally in charge of them. It is well known that university
departments contain a
variety of formal roles in which there is an expectation of
leadership, such as course
directors, directors of research, chairs of important committees,
such as teaching and
learning committees, and so on. These roles are sometimes
uncovered by researchers
concerned with departmental leadership in universities, but they
are rarely considered
in relation to the issue of departmental leadership effectiveness
(Bryman, 2007, p. 705).
Reference list
1. Authors name : surname, initial character of his/her first

name
2. Put the authors using the order presented in the book or the
article
3. Use punctuation mark (comma) to distinguish the authors and
use & before the last
author
4. Books - use the year of copyright.
5. Article – date of publication – month
6. Book’s or article’s name – use the capital character for the
first letter of the first word
7. Put your references sources in an alphabetical order (and not
in a numbered or bullet
point list)
8. If you cite two sources with the same author, ordering using
the year of publication.
The most recent source has to be cited at the end of the list.

Articles
Journal Article: Author, year of publication, title of article,
names of journal (written in italics),
volume, volume (issue - in brackets), pages
Marmor, G. S. (1977). Mental rotation and number
conservation: Are they related?
Developmental Psychology, 13(4), 320-330
Books
Book’s chapter: Author, year of publication, chapter title,
names of Editors (Ed), name of book
(written in italics), pages, place of publication and publisher

Jones, K. (2002), Issues in the teaching and learning of
geometry. In Linda Haggarty (Ed),
Aspects of Teaching Secondary Mathematics, 121-139.
London:RoutledgeFalmer
Internet Sources
Online Journal: Author, year of publication, article title, journal
title (written in italics), issue,
pages, month and day that it was retrieved and the internet’s
source.
Duval, R. (1999). Representation, vision and
visualization: Cognitive functions in
mathematical thinking. Basic Issues for learning. Retrieved on
15 April 2013 from ERIC
ED 466 379
Internet source: Author, year , source’s title, Retrieved, month
and source
**Please study the APA Guide **

Title of article Author Year
Name of journal Volume (Issue)
Pages
NR439: Evidence-Based Practice Quiz
Week 1
1. Magnet status is being pursued by hospitals across the United
States. Which of the following is an important criterion in
achieving and maintaining magnet status?A) Staff nurses must
understand the research process and use evidence as a basis for
practice.B) Staff nurses must be actively involved in generating
new nursing knowledge.C) Staff nurses must be included on
interdisciplinary research teams studying clinical issues.D)
Staff nurses must pass yearly competencies showing knowledge
of the research process.
2. Which of the following is not an essential component of
developing an evidence-based practice guideline?A) Performing
an exhaustive review of the literature.B) Using clinical expert
opinions.C) Evaluating patient preferences.D) Considering
hospital policies.
NR439: Evidence-Based Practice Quiz with Answers
3. The peer review process is an important component of
conducting nursing research. Which of the following statements
most accurately describes this process?A) It assures that the
research has significant statistical power.B) It assures that the
research is unbiased.C) It assures that the research is
replicable.D) It assures that the research has measurable
outcomes.4. Which of the following is considered a primary
source of evidence?A) A research study.B) A systematic
review.C) An integrative review.D) A meta-analysis.NR439:
Evidence-Based Practice Quiz with Answers ORDER A
PLAGIARISM-FREE PAPER NOW

5. A nurse manager is conducting a quality improvement project
on her unit. How is quality improvement different from the
research process?A) Risks are greater for subjects in quality
improvement projects.B) Quality improvement projects are
expected to stand up to replication.C) Quality improvement
projects are beneficial to specific organizations.D) These terms
can be used interchangeably.6. Which of the following
statements is true about evidence-based practice?A) Evidence-
based practice is synonymous with clinical decision making.B)
Evidence-based practice is supported only through findings
from randomized clinical trials.C) Evidence-based practice is
synonymous with theory.D) Evidence-based practice is
important to streamline nursing care.
Week 2
1. Nursing research is a disciplined and systematic process.
Which of the following is usually the first step in the research
process?A) Determine an appropriate theoretic framework for
the study.B) Identify a gap in knowledge related to nursing
practice.C) Select a design that is appropriate for the study.D)
Complete a systematic review of the literature.NR439:
Evidence-Based Practice Quiz with Answers2. The
philosophical assumptions and belief system that underlies a
research study is referred to as a (n):A) Paradigm or
framework.B) Methodology.C) Discovery.D) Argument.NR439:
Evidence-Based Practice Quiz with Answers
ORDER A CUSTOM-WRITTEN PAPER NOW
3. Which of the following statements most accurately reflects
the purpose of qualitative nursing research?A) Inferences are
used to generalize findings to a defined population.B) Findings
are used to gain understanding of patients’ experiences.C)
Findings are used to determine cause and effect of a
phenomenon.D) Inferences are used to establish evidence-based
guidelines.4. How are quantitative and qualitative research
approaches different?A) Reality is viewed objectively in
qualitative research and constructed by the individual in

quantitative research.B) Design is highly controlled in
quantitative research and adaptable in qualitative research.C)
Sampling is population-based in qualitative research and
restricted to individuals in quantitative research.D) Analysis in
deductive in qualitative research and inductive in quantitative
research.5. A nurse researcher designs a study to measure pain
ratings of subjects using a relaxation exercise and also
interview them about their experiences. What type of research is
being conducted?A) Quantitative research.B) Qualitative
research.C) Mixed methods.D) Nested methods.NR439:
Evidence-Based Practice Quiz with Answers6. Which of the
following is most important to the researcher in selecting a
research design?A) The type of subjects being studied.B) The
type of data being collected.C) The nature of the research
problem.D) The expertise of the researchers.
Week 31. Research that is reproduced to validate findings and
increase generalizability is referred to asA) a randomized
clinical trial.B) a replication/confirmatory study.C) a systematic
review.D) a validation study.2. Research problem statementsA)
are declarations of disparity.B) are declarations of intent.C)
declare what is being studied.D) declare who is being studied.3.
Which of the following is an example of empirical literature?A)
An article describing a grand theory in nursingB) An article
describing a middle-range theory in nursingC) An article
describing the results of a descriptive studyD) An article
describing a concept analysisNR439: Evidence-Based Practice
Quiz with Answers
4. A clinical practice guideline is an example of a(n)A) seminal
work.B) secondary source.C) empirical work.D) primary
source.5. Careful consideration of the _____ serves as the basis
for the research design.A) type of theory used in the studyB)
purpose to be achieved by the studyC) type of statistics to be
used in the studyD) number of subjects needed in the study
ORDER A CUSTOM-WRITTEN PAPER NOW
6. Experimental studies measure cause and effect. The variable

that is synonymous with the cause is referred to as theA)
dependent variable.B) independent variable.C) extraneous
variable.D) control variable.NR439: Evidence-Based Practice
Quiz with Answers7. Factors that exert an effect on the outcome
but that are not part of the planned experiment and may confuse
the interpretation of the results are referred to asA) extraneous
variables.B) situational factors.C) dependent variables.D)
confounding factors.8. Which of the following research designs
is used to answer questions that seek to investigate causality?A)
Survey designB) Correlational designC) Experimental designD)
Cross-sectional design9. All of the following research designs
describe relationships between variables, exceptA)
correlational.B) grounded theory.C) phenomenology.D) tests of
model fit.
,NR439: Evidence-Based Practice Quiz with Answers
Week 4
1. Vulnerable populations in research include those groups
withA) limited capacity to make decisions.B) a vested interest
in the study outcomes.C) less than a high school education.D)
limited knowledge of the research process.2. Researchers may
not use underprivileged persons to benefit those who are
privileged. This constitutes a major tenant of the principle ofA)
beneficence.B) justice.C) respect for persons.D) equal
opportunity.3. Deception or incomplete disclosure is allowed in
research under all of the following conditions, except w henA) it
is necessary for the goals of the research.B) the undisclosed
risks are minimal.C) there is a plan to debrief the subjects.D)
subjects are unable to give informed consent.
4. A researcher fails to follow the research protocol, which
compromises subjects’ safety. The researcher may be accused
ofA) negligence.B) breach of duty.C) battery.D)
discrimination.5. A researcher enrolls only white males in a
study because of the greater ease in recruiting this population.
The researcher may be accused ofA) negligence.B) breach of
duty.C) battery.D) discrimination.6. Which of the following is a

type of research misconduct where data or results are made
up?A) FabricationB) FalsificationC) PlagiarismD)
InfringementNR439: Evidence-Based Practice Quiz with
Answers7. When subjects elect not to participate in a study
and/or drop out of a study, this can lead toA) sampling error.B)
sampling bias.C) selection bias.D) selection error.8. The only
way to be sure that a sample represents a population is if it
incorporates the following two essential criteriaA) random
selection and independence.B) random selection and
dependence.C) purposive selection and independence.D)
purposive selection and dependence.9. The measurement of the
magnitude of the impact of an intervention is referred to as
theA) power analysis.B) test of fit.C) effect size.D) factor
analysis.
,NR439: Evidence-Based Practice Quiz with Answers
Week 5
1. A nurse researcher is conducting a retrospective study and
using a chart review to collect data. What type of data will be
collected?A) External dataB) Secondary dataC) Internal dataD)
Primary data2. Which of the following are considered
categorical data?A) Nominal and ordinalB) Nominal and
intervalC) Ordinal and intervalD) Ordinal and ratioNR439:
Evidence-Based Practice Quiz with Answers3. A nurse
researcher is measuring blood pressures of women who are
diagnosed with pre-eclampsia. The sphygmomanometer has not
been calibrated correctly, which results in inaccurate readings.
What type of error is this?A) Sampling errorB) Random errorC)
Systematic errorD) Nonsystematic error4. A researcher is
interested in determining whether an instrument has stability
between the raters who use it. What is this called?A) Internal
reliabilityB) Inter-rater reliabilityC) Face validityD) Content
validity
5. Pain is defined as the score obtained on the McGill Pain
Questionnaire. This is an example of a(n)A) conceptual
definition.B) operational definition.C) simple hypothesis.D)

directional hypothesis.6. An example of a psychometric data
collection instrument is theA) Likert scale.B)
sphygmomanometer.C) interview.D) focus group.
Week 7
1. Which of the following statements is accurate in relation to
critically appraising research evidence?A) Studies published in
respected journals can be accepted on face value.B) The goal is
to judge whether the research evidence is credible.C) More
rigor is needed to appraise evidence presented at conferences
versus published evidence.D) The goal is to determine whether
the researchers used ethical standards.2. The interpretation of a
result in a research study is called aA) summary.B) bias.C)
finding.D) discussion.3. Descriptive research seeks toA)
manipulate variables to produce an outcome.B) determine why
there are relationships among variables.C) generalize results
from a study to a population.D) observe what is happening.
4. The strongest level of evidence produced by research isA)
quantitative.B) qualitative.C) descriptive.D) predictive.5.
Understanding how a patient may perceive the implementation
of a plan of care can be enhanced by readingA) quantitative
research findings.B) qualitative research findings.C) descriptive
research findings.D) predictive research findings.NR439:
Evidence-Based Practice Quiz with Answers
6. When a qualitative research finding is said to have
confirmability, this means thatA) data can be transferred from
one setting to another.B) an instrument measured data in the
same way each time it was used.C) one rater collected data in a
similar manner to another rater.D) multiple researchers reached
the same decision when analyzing the same data.

UU-EDU731-1: Dissertation
Week 13 & 14:
Tips for checking the
dissertation before the
final submission
Topic goals
To follow the guidelines and structure for the final check of the
first three
chapters of the dissertation
Task
Task: Submit the first three chapters of your dissertation. The
length of the
study needs to be 3000 words (+10%, -10%).
UU-EDU731-1: Dissertation Page 1

TIPS FOR CHECK THE WHOLE TEXT OF DISSERTATION
BEFORE THE FINAL SUBMISSION
1. Give yourself enough time
After completing the writing up stage, get a break from it for a
few days before
going back to the last check. This will give the opportunity to
your brain to 'forget'
what you've been writing and reduces the risk for reading
additional information,
rather than what's actually on the page.
2. Overall structure
Check the overall structure of the text.
Is the structure of the text logical?
Does it have an introduction which briefly includes what your
dissertation is
about?

Is there a logical progression through the sections?
3. Formatting
Are the headings and subheadings being consistently formatted -
are you
using title case or sentence case?
Does the section numbering keep an order?
Have you used captions for all your figures and tables: Is the
numbering logical
and consistent? Was there a correct order being followed? Are
they referred in
the text with the correct number? Do the captions accurately
reflect the
contents?
4. Consistency

Is there consistency in your text in relation to capitals and
hyphenation?
Do you use the numbers in the same way for whole your text?
You have to be careful about the use of British English and
American English.
You have to choose to use of one them.
Are you using italics correctly?
5. Spelling, punctuation and grammar
It is not enough to use your spelling and grammar checker. It
will identify some
obvious errors, but avoid many, many others. For example,
homophones – words
that sound the same, but which are spelled differently – for
example, bear/bare;
site/sight or stationery/stationary can be used incorrectly in one
sentence.
However, the checker is not able to identify this mistake, since
the word is
corrected written.

6. Acronyms and abbreviations
If you use acronyms, initialisms or abbreviations in your text,
don’t forget to
write the whole name at the first use and the use of the
acronym.
For example, you might first refer to the World Health
Organization (WHO)
but then use WHO whenever you next refer to it.
It will also be useful to provide a list of acronyms at the front
of your thesis
if there are a lot of them. This list will not be part of your word
count.
7. Plagiarism

It is very important to type the citation for all the information
that you will use
from other sources in your text (in-text citation) and at your
reference list.
Plagiarism is also referred to images, tables, charts, graphs and
websites and is
very seriously. Don't risk it.
8. Referencing system
Make sure you have used APA referencing style following APA
Unicaf reference style.
You can find information at the Welcome section of the module.
9. Make several passes
It will be helpful to review in different ways your text. Here's
an example of how
you could make several passes:
1. Cross check headings, sub-headings and page numbers
against the table of
contents

2. Check figures and tables are in the right order and numbered
and
captioned correctly
3. Check that in-text citations match your reference list
4. Are you references styled according to your institution's
requirements?
5. Have you defined all your acronyms and abbreviations where
they first
appear?
6. Lastly, read through to check spelling, grammar and sense
10. Get outside help
At this time you need an objective person to read your
dissertation. This person
will be more able than you to identify any spelling mistakes and
other errors which
you have avoided identifying since you've read it so many times
that your brain

sees what it expects to see, and not what it is actually written.
(12 Tips for Proofreading Your Dissertation or Thesis. (n.d.))
STRUCTURE OF DISSERTATION/SUMMARY OF THE
CONTENT OF EACH CHAPTER
Cover page:

Abstract:
This should include an outline of key words, aims, methods,
results, conclusions and
implications of the study. It should be single line spaced and fit
onto one page (200-300words
approx.)
Chapter 1-Introduction
Clearly stated scene setting, research background, research
gaps, purpose of the study
(500words approx.)
Tips for the Introduction:
Think of the introduction as a mental road map that these four
answers
questions:
1. What am I studying?
2. Why is this topic important to investigate?
3. What do we already know about this topic or what have other
experts discovered about the
topic?
4. How will my research advance new knowledge or new ways
of understanding?
Chapter 2-Literature Review

Carefully designed sub-chapters, critical review of current
literature, and argumentative
structure of theoretical frameworks, views are properly
developed and supported with in-text
citations (1500 words approx.)
Tips for the Literature review:
1. Identify the broad problem area, but avoid global statements
2. Early in the review, indicate why the topic being reviewed is
important
3. Distinguish between research finding and other sources of
information
4. Indicate why certain studies are important
5. If you are commenting on the timeliness of a topic, be
specific in describing the
time frame
6. If citing a classic or landmark study, identify it as such

7. If a landmark study was replicated, mention that and indicate
the results of the
replication
8. Discuss other literature reviews on your topic
9. Refer the reader to other reviews on issues that you will not
be discussing in
details
10. Justify comments such as, "no studies were found."
11.Avoid long lists of nonspecific references
12. If the results of previous studies are inconsistent or widely
varying, cite them
separately
13. Cite all relevant references in the review section of thesis,
dissertation, or
journal article.

Chapter 3- Methodology
Before finalize your chapter 3-Methodology (1000words
approx.) make sure that
you have included the elements below:
education, gender of participants, age,
total number),
estionnaires),
analysis software, thematic analysis,
etc),
Conclusions

References
Appendices
Tasks –Forum
Submit the first three chapters of your dissertation. The total
length
of the chapters needs to be 3000 words (+10%, -10%).
References
Galvan, J. L., & Galvan, M. C. (2017). Writing literature
reviews: A guide for
students of the social and behavioral sciences.
Swales, J., & Najjar, H. (1987). The writing of research article
introductions. Written communication, 4(2), 175-191.

Swetnam, D. (1997). Writing your dissertation: how to plan,
prepare and present
your work successfully. Oxford: How to Books.
TIPS FOR CHECK THE WHOLE TEXT OF DISSERTATION
BEFORE THE FINAL SUBMISSION1. Give yourself enough
time2. Overall structure3. Formatting4. Consistency5. Spelling,
punctuation and grammar6. Acronyms and abbreviations7.
Plagiarism8. Referencing system9. Make several passes10. Get
outside helpSTRUCTURE OF DISSERTATION/SUMMARY OF
of
include an outline of key words, aims, methods, results,
conclusions and implications of the study. It should be single
line spaced and fit onto one page (200-300words
approx.)Chapter 1-IntroductionChapter 2-Literature
ReviewChapter 3-
MethodologyConclusionsReferencesAppendicesReferences (1)
Chapter 1

INTRODUCTION CHAPTER
The impact of covid-19 on online teaching in relation to the use
of ICT according to primary teachers’ perceptions in sub-
Saharan Africa.
Chapter One
Introduction
The emergence of COVID-19 brings numerous challenges for
people across the world. Along with challenges in other fields
such as economy and industry, the crisis in the education field
is also severe.
I. Statement of the Problem
More than 1.2 billion children are out of the classroom because
of school closure. Education modes are changed, and the sudden
shift from physical to online systems posed unexpected
challenges for both students and teachers. Some students face
problems while making adjustments in an online setting because
of different reasons such as unavailability of internet resources,
poor connections, lack of concentration, lack of understanding,
and access to digital equipment (Baker, Peeley, & Danials,
2019). Closure of schools worldwide puts planned curriculum
back and impacts their span of concentration and interest
towards education. However, technology and innovation have

been intervening in the educational field and a sudden shift
towards technology challenged institutions that had not
intervened in technology and digital education yet. Some
educational institutions fail to follow up with the left
curriculum that brings huge challenges for students.
II. Purpose of the Study
This paper aims to introduce who these challenges could be
addressed by implementing ICT effectively. ICT use in learning
and teaching on online platforms would be helpful to maintain
equality and also draws the attention of policymakers and legal
decision-makers to think about solutions that could better
address these challenges.
III. Significance of Study
Baker & Peeley (2019) state that students' challenges are
obvious, but teachers are also at risk because of the challenges
and limitations posed by COVID-19. One of the most severe
challenges teachers faced was increased school burden (Baker,
Peeley, & Danials, 2019). Teachers reported that instead of
teaching for 8 hours as they are supposed to do in physical
school settings, they must continuously work for 12 hours to
ensure that students stay connected with schools. Salaries were
late and sometimes skipped in the starting months of the virus
spread. Some teachers reported that they experience mental
health issues because of the burden from schools and the panic
created by the virus. Pandemic is still here and there are no
estimations about when the pandemic will end thus it is
important to evaluate technologies that could embrace change
and enhance teacher’s experience in online teaching. Based on
research and literature, we cannot say that teachers in middle or
developing nations only face stress and challenges. Still, the
pandemic brings universal difficulties for everyone. Teachers in
the United States (developed and advanced countries) also faced

similar problems and challenges like those in developing
countries (Baker, Peeley, & Danials, 2019). Online teaching was
also challenging, similar to online learning. This research will
pave path for new researchers and contribute in finding solution
for the problem.
Interaction and communication between teachers and
students are not direct, nor face-to-face that cause
complications and queries of students are putting teachers in
complex and doubts. In most cases, teachers fail to satisfy
students, creating problems for both students and teachers.
Several kinds of research reveal that since the closure of
schools and change in learning and teaching methods, numerous
students and teachers have reported mental illness such as
anxiety and depression. Teachers fail to maintain balance in
their lives and face challenges to manage time for their families.
Numerous teachers and students who were not adaptive to
technology and innovation had to learn new skills that put a
financial burden and stress on them (Lei & Medwell, 2021).
These challenges show that online learning and teaching are not
all about benefits but also challenges for students and teachers.
IV. Research Questions
1. What is the impact of COVID -19 on online teaching in
relation to the use of ICT according to teachers` perceptions?
2. How can the use of ICT contribute to reducing the challenges
that teachers face in online teaching?
3. How effective is the online teaching by using ICT tools due
to COVID-19?
V. Reference list
Baker, C. N., Peeley, H., & Danials, M. (2019). The Experience
of COVID-19 and Its Impact on Teachers’ Mental Health,
Coping, and Teaching. Taylor and Francis Online,
https://doi.org/10.1080/2372966X.2020.1855473.
Lei, M., & Medwell, J. (2021). Impact of the COVID-19

pandemic on student teachers: how the shift to online
collaborative learning affects student teachers’ learning and
future teaching in a Chinese context. Asia Pacific Education
Review volume,
https://link.springer.com/article/10.1007/s12564-021-09686-w.
Chapter 2
LITERATURE REVIEW CHAPTER
Saharan Africa.
Chapter 2
Literature Review
The emergence of COVID-19 brings huge challenges for
individuals at every level. Mental, physical, emotional, and
psychological difficulties resulting from COVID-19 left a deep

influence on children and teachers when discussing the
education system. The purpose of this literature review is to
evaluate existing researches about the problem and use these
researches to shape a perspective regarding the problem under
discussion. Different research articles, case studies and reports
are evaluated to show different perceptions towards shifting
trends towards online learning and challenges for students and
teachers.
Researchers say that disruptions caused because of COVID-19
are major in human history. Since the outbreak of the virus and
the closure of schools worldwide, the education of 1.6 billion
learners is at risk in more than 200 countries. 94% of students
fail to continue their education as they were in the physical
school system. Research says that a huge drop in performance
and concentration is recorded even among topper students
(Maatuk, Elberkawi, Rashaideh, & Alharbi, 2021).
Analysis of available literature reveals that in the second
week of 2020, the closure of schools and sudden shift towards
online systems through different applications has been
announced (Li & Lalani, 2020). Because of the lack of digital
devices and internet connections in a hurry, some students and
teachers missed their classes, indicating the week's online
education infrastructure. Schools, colleges, and university
personnel accept that they face many challenges in bringing
students to an online learning platform and convincing them
that everything is for their good. Still, sitting continuously in
front of a screen damages their interest and concentration on
learning. Similarly, sticking with a screen for 12 hours more
challenges their work-life balance and puts them under stress
and depression (Obeidat, Obeidat, & Al-Shalab, 2021).
Research says that although ICT is the best solution to
combat challenges occurring while online learning and teaching,
it depends on teachers' and students' expertise and exposure to
information and communication technology (Pokhrel & Chhetri,
2021). One of the most commonly used communication and
interaction platforms by schools is Microsoft Teams because of

its features and flexibility. Information and Communication
Technology is a solution to address challenges faced by teachers
by making interfaces interactive and limiting their time to be
present online with students. But literature also suggests that e-
learning and different other technologies could bring expected
results only when they can utilize those technologies
efficiently. Through the implementation of ICT, simultaneous
teaching would be promoted, and despite differences, everyone
will be able to communicate with each other without any
disruption or challenges (Pokhrel & Chhetri, 2021).
A case study analysis reveals that online learning and
teaching is the only option left to secure a quarter of a billion
full-time learners. As crises are still here and there are no
estimations regarding the end of COVID-19 thus, educational
institutions are researching strategies to make students and
teachers comfortable with technology. As the Vice President of
Tencent Education says, “I believe that the integration of
information technology in education will be further accelerated
and that online education will eventually become an integral
component of school education.” (Li & Lalani, 2020) This
shows that ICT will become an inseparable part of the education
system in coming times, and students and teachers will be used
to it. Research over the efficient and comfortable use of
technology is in process that will make it a positive experience
because, in such circumstances where closing schools become
crucial, it is important to have effective strategies in place (Li
& Lalani, 2020).
To summarize, the evaluation of existing literature reveals
that the sudden shifts from physical to online teaching and
learning procedures posed unprecedented challenges for both
teachers and students. Studies also demonstrate the importance
of integrating advanced learning technologies to avoid
inconvenience for teachers while teaching and students while
learning. Researches also state limitations and gaps that exist
and challenging the experience of teachers at online platforms.
These findings are important to utilize for the study and to

shape arguments throughout the paper.
Reference List
Li, C., & Lalani, F. (2020). The COVID-19 pandemic has
changed education forever. This is how.
https://www.weforum.org/agenda/2020/04/coronavirus-
education-global-covid19-online-digital-learning/.
Maatuk, A. M., Elberkawi, E. K., Rashaideh, H., & Alharbi, H.
(2021). The COVID-19 pandemic and E-learning: challenges
and opportunities from the perspective of students and
instructors. Journal of Computing in Higher Education,
https://link.springer.com/article/10.1007/s12528-021-09274-2.
Obeidat, A., Obeidat, R., & Al-Shalab, M. (2021). The
Effectiveness of Adopting e-Learning during COVID-19 at
Hashemite University. International Journal of Advanced
Computer Science and Applications, Vol. 11, No. 12, 1-16.
Pokhrel, S., & Chhetri, R. (2021). A Literature Review on
Impact of COVID-19 Pandemic on Teaching and Learning.
https://doi.org/10.1177%2F2347631120983481.
Chapter 3
RESEARCH METHODOLOGY CHAPTER

Saharan Africa.
Chapter 3Research Problem/Questions
The emergence of COVID-19 as a public health crisis has
changed the way of life of people all over the world (López &
Rodó, 2020). It has led to huge educational challenges, with
numerous colleges, universities, and other lower schools closing
during the earlier period of the pandemic and later transferring
education to online education. However, e-learning has been
largely underutilized in many developing counties. This
research paper aims to investigate the perceptions of teachers
towards the impact of covid-19 on online teaching, and how ICT
is helping in reducing the challenges faced when partaking in
online teaching. Additionally, this study will investigate the
effectiveness of online teaching with regards to the available
ICT tools during the covid-19 pandemic. ICT use in learning
and teaching on online platforms would be helpful to maintain
equality and also draws the attention of policymakers and legal
decision-makers to think about solutions that could better
address these challenges (Baker, Peeley, & Danials, 2019).
Research questions that this paper will answer are as
follows;
1. What is the impact of COVID -19 on online teaching in
relation to the use of ICT according to teachers` perceptions?
1. How can the use of ICT contribute to reducing the challenges
that teachers face in online teaching?
1. How effective is the online teaching by using ICT tools due
to COVID-19?
Sample/Participants
100 participants from both genders will be drawn from 4
primary schools in sub-Saharan Africa. This will be a purposive
sampling, where 100 participants will be chosen from the four
schools purposively to participate in the research. The criteria
for choosing participants will be that they should be teachers in
the four primary schools and are using the ICT tools in online
teaching. Also, the participants must be between the ages of 25

to 50 years.
The Research Method Design
A quantitative research method will be employed to address all
the research questions. Quantitative research is used to get more
understanding and knowledge about our social world (Rutberg,
S., & Bouikidis, 2018). It can be a very efficient method for
observing events and situations that affect people.
Tools
Due to covid-19 restrictions, face-to-face questionnaires will
not be possible. Therefore, an online questionnaire will be sent
to the participants through emails. Questionnaires will be used
because it is very effective for measuring opinions, preferences,
attitudes, and behavior (Dewaele, (2018). The first section of
the questionnaire will take the demographic details of the
participants. The other sections will examine each research
question separately. The questionnaire will employ both close-
ended and open-ended questions all using Likert scale
responses. A Likert scale helps a researcher to measure how
strongly a person feels about a topic (Hutchinson, 2021).Method
of Data Collection
The electronic questionnaires will be sent to the participants
through their emails. Participants will be notified that they
should fill the forms within the specified time. Reminders will
be sent to all participants after 10 days to ensure a high
response rate. A cover letter will accompany the questionnaire
explaining the purpose of the study and its significance and
importance, hence encouraging the cooperation of the
respondents.
Methods of data analysis
Data analysis will be done using SPSS version 20.0. SPSS is
very helpful when analyzing complex and time-consuming sets
of data with just simple steps (McCormick & Salcedo, 2017)
descriptive analysis for quantitative data will be done through
standard deviations and means while qualitative data will be
analyzed as percentages or frequencies where available. A
multivariate regression analysis will be done to determine the

significance of the perception of the teachers.
Ethical considerations
All necessary permission will be obtained from the institution’s
review board. The head teacher will be contacted to give an
acceptance and consent of conducting research in the school.
They will provide the contact list of the teachers and the
necessary information. Also, all participants will receive an
informed consent showing all the necessary details about the
study including the research objectives and the purpose of the
study. The confidentiali ty and privacy of the participants will
be guaranteed.
References
Baker, C. N., Peeley, H., & Danials, M. (2019). The Experience
of COVID-19 and Its Impact on Teachers’ Mental Health,
Coping, and Teaching. Taylor and Francis Online, Retrieved
July 14, 2021, from
https://doi.org/10.1080/2372966X.2020.1855473
Dewaele, J. M. (2018). Online questionnaires. In The Palgrave
handbook of applied linguistics research methodology (pp. 269-
286). Palgrave Macmillan, London.
Hutchinson, D. (2021). Exploring Optimal Response Labels for
Constructing an Interval Type 5-Point Likert Scale (Doctoral
dissertation, Boise State University).
López, L., & Rodó, X. (2020). The end of social confinement
and COVID-19 re-emergence risk. Nature Human Behaviour,
4(7), 746-755
McCormick, K., & Salcedo, J. (2017). SPSS statistics for data
analysis and visualization. John Wiley & Sons.
Rutberg, S., & Bouikidis, C. D. (2018). Focusing on the
fundamentals: A simplistic differentiation between qualitative
and quantitative research. Nephrology Nursing Journal, 45(2),
209-213.

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