Evaluation of undergraduate remote learning in STEM fields: The COVID-19 prognosis

Abstract

Comparative positions have been drawn in the literature for and against the efficacy of face-to-face instruction and remote learning especially during Covid-19. However, positions drawn are often not discipline related especially in the developing nations where access to requisite infrastructure is limited. An investigation into the platforms used, challenges and impact of remote learning among STEM undergraduates is the focus of this study. A descriptive research design was employed in the form of survey. Snowballing technique was employed in the sampling of 250 respondents drawn from STEM fields.  STEM Undergraduate Remote Learning Questionnaire (SURLQ) was researcher designed with Cronbach’s alpha value of .86 from inter-rater reliability. Three research questions raised were answered using the mean value of responses with subsequent hypotheses tested using One-way ANOVA. From the result, Zoom application was the most prominent for remote learning among respondents. Inadequate preparation, concentration deficit, absence of motivation, lack of account for individual differences in lesson planning and impeded assimilation were among the challenges experienced by STEM undergraduates. Finding on the impact and effectiveness of remote learning were also reported. The study concludes among others that there was limited adaptive features to accommodate practical session remotely during the pandemic and recommend discipline specific updates to accommodate the lapses identified.