Pre-service Teachers’ Readiness for Emergency Remote Learning in the Wake of COVID-19

Abstract

The purpose of the study was to determine pre-service student teachers' readiness for emergency remote learning. The study participants consisted of 115 (66 males and 49 females) pre-service teachers of Gambaga College of Education, Ghana. Online learning readiness scale (OLRS) questionnaire was used to collect the data. Pre-service teachers were ready for online learning with overall readiness mean score of 3.65. The dimension with the highest mean score was motivation for learning (M = 3.97, SD = .90) followed by self-directed learning (M = 3.82, SD = .93). However, the dimensions of learner control (M = 3.30, SD = 1.00), computer/internet self-efficacy (M = 3.43, SD = 1.16) and online communication self-efficacy (M = 3.47, SD = 1.11) recorded low means. There was no significant difference in online learning readiness between males (M =3.71, SD =.82) and females (M = 3.57, SD = .76), t (.94), p = .349. Also, there was no significant difference in readiness between level 100 pre-service teachers (M = 3.65, SD = .79) and level 200 pre-service teachers (M = 3.68, SD = .85) t (-.122), p = .903.