What were the experiences of teachers supporting primary children with learning disabilities in homeschooling in Saudi Arabia during the COVID-19 pandemic?

Abstract

This study explores the effectiveness of online education for students with learning disabilities from the point of view of their teachers in Saudi Arabia. The study uses a descriptive approach and develops an instrument to achieve the goal of the study according to several variables, for instance gender, years of experience, educational level of the teachers. Mundarti (2007), revealed that various factors such as education, age and satisfaction are associated with the performance of teachers in implementing the learning process. The study conducted by Indihadi (2008), examined the effect of gender difference analysis on the implementation of Tri Dharma Perguruan Tinggi for the development of the UPI Lecturer's Development Model. The results indicated that female teachers are more productive in the learning process, while male teachers are more productive in research. The study sample consisted of fifty teachers in Saudi Arabia who taught their students using online education. The data were collected and analysed using the appropriate statistical tools. Roughly 80% of the sample asserted that the students had difficulty explaining and solving complex mathematical problems that are commonly encountered in distance learning courses. Among the factors that were ranked the least beneficial was the lack of cooperation among school administrators and distance education providers. The study discovered that there are various shortcomings in Saudi Arabia's education system. Hence, it recommends that further research is undertaken to deal with these shortcomings and develop online education methods that align with the plans for the Kingdom of Saudi Arabia’s Vision 2030.