Knowledge and Attitudes toward Education Board Directions during COVID-19: Evidence from Higher Secondary Students

Abstract

Due to the impacts of COVID-19 on education worldwide, Bangladesh implemented a range of educational management measures, including online classes, television education programs, and teacher training in digital literacy. Students' perceptions in higher secondary education are important for evaluating the efficiency and resilience of education systems. To assess higher secondary students’ knowledge of education board directions and their attitudes toward their implementation, a cross-sectional survey was conducted after the COVID-19-related interventions ended. Knowledge was assessed through multiple-response items while attitudes were measured on a 5-point Likert scale. Descriptive statistics (frequencies, means, SD) were used for analysis. Additionally, subgroup analyses (χ2, t-tests, ANOVA) were conducted to examine whether knowledge and attitudes differed by sex, district, area of residence, and type of college. Knowledge was highest for directives on Google Meet-based classes (82.05%), attendance monitoring (74.10%), and awareness creation (71.28%). Awareness of reporting absenteeism (37.17%) and observing non- attendance (26.41%) was relatively low. Attitudes were mixed: students acknowledged college initiatives (M = 3.35, SD = 1.12) and teacher monitoring (M = 3.15, SD = 1.07) but reported low engagement and interest (M = 2.40–2.78). The overall mean attitude was M = 2.91 (SD = 1.39). According to the statistical test, there were no significant differences between males and females, but differences were found in attitudes toward attention, engagement, and monotony. Both knowledge awareness and attitudes toward teachers’ monitoring and institutional initiatives varied significantly by district, area of residence, and type of college. Although the students were aware of the structural instructions, they reported lower satisfaction with engagement and motivation. Maintaining the continuity and quality of education, teachers’ training, consistent monitoring, and digital equity should be included in policies for managing future crises in the education sector.