Research profile
Rosaline Keane Kelly
PME in Post-Primary Education
Rosaline teaches Physics, Science, and Maths through the lens of curiosity and discussion, encouraging students to look deeper into their studies and come to understand the workings of the world.
Research Paper Title
How the Introduction of Remote Learning Has Affected Student Numeracy in the Post-Primary Classroom: Teachers’ Perspectives
Abstract
This mixed-methods study investigates teachers’ perspectives on the numeracy of their students, the effectiveness of remote learning as a teaching and learning tool, and the impact that remote learning may have had on student numeracy. Data was collected through an online questionnaire and through semi-structured interviews to triangulate the research questions. The findings are presented through graphical representations and themes developed through thematic analysis of the data. The study reveals the various factors that teachers observed to affect numeracy and remote learning, indicates there may be a decline in numeracy, and considers remote learning to be a factor that affected numeracy throughout the COVID-19 pandemic.
Biography
Rosaline graduated with a BSc in Astrophysics from University College Cork before going on to obtain a Professional Master of Education (PME) in Post-Primary Education at Hibernia College. Rosaline has a deep passion for science, believing in the value of curiosity and the joy of asking ‘why’ to unravel the secrets of the world around us. Currently on an adventure in a new county for her first year qualified, she teaches Physics, Science, and Maths through the lens of curiosity and discussion, encouraging students to look deeper into their studies and come to understand the workings of the world.
Research motivation
Can you tell us a bit about your research project?
The global COVID-19 pandemic has had an unprecedented impact on schools and student learning. My research focused on the tools schools used to teach over this period, primarily remote learning. As a teacher in a numeracy-focused subject myself, I chose to focus my research on the impact of remote learning on students’ numeracy throughout the COVID-19 pandemic. My project emphasised the experiences of teachers across this period from a wide range of schools and contexts.
What motivated you to undertake this research?
When I began my first school placement as the pandemic began to wind down, I often found that students seemed to struggle more with numeracy than I had in my own school experience less than a decade previously. As someone who is very passionate about numeracy, I decided to investigate this topic, to consider my own experiences and collect other teachers’ perspectives on the matter.
What impact has it had on your practice?
One of the biggest ways it has impacted my practice is how I now approach numeracy. Early on in my project, I needed to compile information on numeracy and what it means to be numerate. This is information I now use every day and use to contribute to my school’s numeracy team. When I plan my classes, I am often considering the Modern Model of Numeracy. Additionally, the research skills I have picked up throughout the project have massively influenced how I teach and how I promote guided inquiry activities for students so that they can begin to develop their own research skills.
How important do you feel research will be in your future practice?
Any teacher who is consistently seeking to improve and develop their practice will need strong research skills in order to see what is working, what isn’t working, and to be able to draw conclusions from these. In my own practice, in particular, it has provided me with tools I use often and provide to my students as best I can, especially when they are working on projects or miniature research projects themselves.
