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May 11, 2022
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August 14, 2022
Published
November 9, 2022
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Abstract




Emergency Remote Teaching (ERT) is a mode of teaching usually triggered by disasters and pandemics such as the deadly Coronavirus. This study used a self-reported questionnaire to investigate student perceptions, challenges, and coping strategies during ERT at a public university in Ghana. Using a randomly selected sample of 80 students, the study established the relationships between student perceptions and coping strategies, perceptions, and challenges. Out of the 80 respondents, 76 questionnaires were duly completed and were analysed using partial least square structural equation modelling (PLS-SEM). The bootstrapping results indicate that student perceptions of ERT have a significantly positive relationship with their coping strategies, and the challenges have a significant negative relationship with coping strategies. However, student perceptions did not significantly correlate with students’ challenges. Results recommend that the university put appropriate measures in place to reduce the challenges associated with ERT, which will improve students’ perceptions since the pandemic is still raging with a series of waves. Challenges such as lack of access to digital devices and high-speed internet should also be addressed urgently.




Keywords

Emergency Remote Teaching Student Perceptions Coping Strategies Challenges

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How to Cite
Kofi Armah, J. ., Arthur-Nyarko, E., & Asante, A. (2022). COVID-19 Emergency Remote Teaching: The Perceptions, Challenges And Coping Strategies Of Higher Education Students In Ghana. MIER Journal of Educational Studies Trends and Practices, 12(2), 385–406. https://doi.org/10.52634/mier/2022/v12/i2/2311
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