Ahmed Anwar, Sintayehu Birhanu
School of Education and Behavioral Sciences, Werabe University, Ethiopia.
Department of Educational Planning and Management, Haramaya University, Ethiopia.
Heliyon. 2022 May;8(5):e09362. doi: 10.1016/j.heliyon.2022.e09362. Epub 2022 May 2.
This study aimed to investigate the implementation of COVID-19 protection protocols and its implication on teaching -learning process in schools of Werabe administrative town. A concurrent embedded research design and mixed approach were used to carry out the current study and collect data in that order. To conduct the study, 140 teachers, 12 principals, and 6 supervisors were selected by simple random, purposive, and availability sampling techniques respectively. To gather the data, a questionnaire, semi-structured interview, observation checklist, focus group discussion, and document analysis were used. The analysis of quantitative data was carried out by using mean and multiple regressions, while qualitative data was analysed through thematic description and word narration. The results showed that COVID-19 protection protocols were not strictly implemented as per the standards set by both Ministry of Education and the World Health Organization. In addition, the study exposed school community-related factors like reluctance in keeping physical distancing (mean = 4.28, Beta = 0.29, p < 0.05) and resource-related factors like shortage of thermometer (mean = 2.85, Beta = 0.25, p < 0.05) are significantly affecting the implementation of COVID-19 protection protocols. The findings further indicated that the school-community related and the resource-related factors directly affected the classroom teaching-learning process, render students' families and education sectors for additional financial expenses. Therefore, encouraging communication and coordination among education actors, families, learners, and health communities need to be re-strengthened, and the implementation of protection protocols has to be enforced.
本研究旨在调查韦拉贝行政镇各学校新冠疫情防护协议的实施情况及其对教学过程的影响。本研究采用了同步嵌入式研究设计和混合研究方法，并按此顺序收集数据。为开展本研究，分别采用简单随机抽样、目的抽样和便利抽样技术选取了140名教师、12名校长和6名督导员。为收集数据，使用了问卷、半结构化访谈、观察清单、焦点小组讨论和文件分析等方法。定量数据的分析采用均值和多元回归方法，而定性数据则通过主题描述和文字叙述进行分析。结果表明，新冠疫情防护协议并未按照教育部和世界卫生组织制定的标准严格执行。此外，研究发现，学校社区相关因素，如不愿保持社交距离（均值=4.28，β=0.29，p<0.05）和资源相关因素，如温度计短缺（均值=2.85，β=0.25，p<0.05），对新冠疫情防护协议的实施有显著影响。研究结果还表明，学校社区相关因素和资源相关因素直接影响了课堂教学过程，给学生家庭和教育部门带来了额外的经济负担。因此，需要重新加强教育行为体、家庭、学习者和卫生社区之间的沟通与协调，并加强防护协议的执行力度。
