COVID-19 Impact on the Implementation of Science Curriculum in Basic Schools from Teacher's Viewpoint

Abstract

This research aims to determine the COVID-19 impact on the implementation of science curriculum in basic schools from teacher's viewpoints. The study population in general consists of all science teachers who are working at the schools related with the General Directorate of Erbil government in Iraqi Kurdistan, and they were (1765) science teachers in the basic stage in the academic year 2021-2022, where the study sample  consisted of (765) science teachers (438) of them females, and (327) males. The researchers used a questionnaire prepared by researchers. Data was analysed by using the Statistical Package for Social Sciences (SPSS). The statistical procedures used for data analysis in this study included frequencies and percentages, as well as the Pearson correlation coefficient. The results indicated that a COVID-19 pandemic has had a variety of impacts on the education sector, including curricular delays; group and individual absences; and students forgetting previous lessons. Furthermore, online teaching has not been successful at all which has caused teachers to be unable to conduct their study plans. In light of the results, some recommendations were presented.