Factors Affecting the Implementation of Online Learning during Covid-19 in Tigray, Ethiopia

Abstract

The purpose of the study is to examine the effect of staff support, technology infrastructure, facility, and perception towards secondary school students’ online learning during covid-19 in Tigray. The study employed descriptive design, ten-times sample size determination strategy and availability sampling technique to select respondents. The data was collected using a questionnaire and analyzed using mean, correlation and PLS-SEM. The percentage analysis indicated that 49.9% and 50.1% of the respondents were men and female respectively. The descriptive analysis also indicates that online learning at a mean score of 4.16 and a standard deviation of 0.34 was not implemented effectively in Tigray. Staff support (r=0.489**), technology infrastructure (r=0.492**), learning facility (r=0.614**), and learners' perception(r=0.74**) were positively and substantially correlated with online learning. The bootstrapping (SEM) result also indicated that staff support (18.2%), technology infrastructure (17.8%), learning facility (27.2%), and learners’ perception (74%) significantly predicted online learning. The study concluded that learners’ perception, learning facilities, staff support and technology infrastructure respectively were found to be the major factors for secondary school students’ online learning in Tigray. The implications of the study findings to the policy and practice are indicated.