Abstract

This paper examines the perspectives of Health Sciences and Technology Academy (HSTA) participants
as they navigate through their West Virginia (WV) high school learning environments (i.e., in-person, blended/hybrid, complete
virtual) during the novel coronavirus, SARS-CoV-19 (COVID-19) pandemic. In March of 2020, the participants in
this out-of-school-time (OST) academic enrichment program for exceptionally driven, yet underprivileged, at-risk students,
with over 70% living in rural areas, started receiving remote learning instruction through learning management systems or
via paper packets. In August of 2020, school systems provided parents and caregivers alternative learning environments
for their student(s). In order to understand the learning experiences of HSTA students during these unprecedented times,
HSTA released the 2020 Learning Outcomes Survey to participants in December of 2020. We performed chi-square test of
independence to test the relationship between participants’ learning environments, their satisfaction with the education they
were receiving, their ability to keep up with their school-work, teacher availability to help when needed and teacher feedback
supporting them in their learning environment. The results show significant differences between the learning environments
and keeping up with school-work as well as teacher feedback supporting them in their learning; however, Phi and Cramer’s
V tests for effect size show weak correlations. This study provides a small glimpse into HSTA students’ learning experiences
as they attempted to continue to learn in their regular school environment during the COVID-19 pandemic while in HSTA.