Factors associated with the perceived impact of the Peruvian hospital internship during COVID-19

Introduction: The pandemic affected the internship of health sciences students when they attended the hospital. Objective: To determine the factors associated with the perceived impact of the Peruvian hospital internship during COVID-19. Methods: Cross-sectional;descriptive, bivariate analytical and multivariate statistics were obtained based on an exploratory survey conducted as part of a larger investigation, to which variables such as age, sex, type of university, stress, anxiety, depression, and repercussions of the internship were associated. Results: Of 121 respondents, most of them thought that family would have supported if they have gotten a severe disease. Also, they thought that they could have infected their families or friends/acquaintances if they have gone to the hospital. Many of them disagreed on the statement about the hospital or university providing them safety implements. There was an association between thinking that they could have gotten COVID-19 if they have gone to the hospital versus anxiety score (p= 0,030), being a male according to the perception that the university provided materials to take care of themselves (p= 0,029), and having studied in a private university according to perceiving that the hospital would not have supported them if they have gotten seriously ill (p= 0,049). Conclusion: The factors associated with the perception of repercussions of the boarding school are family support, being able to infect their acquaintances, lack of materials provided by universities and hospitals, anxiety, being male, and coming from private universities. © 2023, Editorial Ciencias Medicas. All rights reserved.

Parental Involvement and Academic Performance of Students in Online Class Learning Modality

Parental involvement has long been an area of research across the world and is consistently found to have a positive effect on students' academic performance. The global spread of COVID-19 pandemic, however, has caused disruptions in education systems worldwide including the Philippines, therefore, online education was implemented. During online distance learning, parents' role in supervising their children's education was reinforced and appeared to be crucial for some parents. The study used a sample of 49 parents of Grade 12 students at Lala National High School for the academic year 2022-2023. Results indicate a high level of parental involvement in terms of parenting, learning at home, decision making and familiarity with school information. The respondents also showed an outstanding performance during the course of the utilization of the online learning modalities. The study therefore concluded a positive correlation between parental involvement and the academic performance of students.

Anxiety, self-esteem and studyhabits in relationtotheacademic performance of Peruvian universitystudents: Covid-19 context.

Background: The Covid-19 pandemic radically changed the way of studying, suddenly we went from fa-ce-to-face learning to a virtual one, in many cases without digital media, without properly managing plat-forms, adding anxiety to contagion, fear of death, economic instability, the uncertainty that it will happen, brings with it changes in academic work, thus influencing academic performance. Aim(s): Relate anxiety, self-esteem and study habits with academic performance in Peruvian university students. Methos: Quantitative, longitudinal, correlational and prospective study with a non-probabilistic sample of 260 students from the 1st cycle of the USS period 2020-II, virtual questionnaires were applied to measure anxiety (Beck's Anxiety Inventory), self-esteem (Stanley's Self-esteem Inventory Coopersmith), study habits (CASM-85 Study Habits Inventory) and academic performance (Promotional Proceedings). Result(s): 40% of the students present a minimum level of anxiety, 50.4% present high average self-esteem and 25.8% have very positive study habits. Conclusion(s): There is a relationship between anxiety and academic performance with statistical significan-ce;while self-esteem, study habits and academic performance were not statistically significant.Copyright © 2023, Ediciones Avances S.L.. All rights reserved.

Analysis of technostress experienced by students at the university of cape town, during the COVID-19 pandemic

Information and Communication Technology (ICT) is used to improve the quality of many people's lives. However, heavy reliance on ICT can lead to technostress, causing health and productivity problems. Technostress has been analysed in organisations, but not in a university context, especially under remote learning during COVID-19. The purpose of this paper is to provide an explanatory contribution to knowledge regarding university students' experiences of technostress and how it impacts their academic productivity and performance. The data for this paper was collected using an online questionnaire among the students of one leading research university in Africa and used to test hypotheses related to a technostress theoretical model. The data was gathered from a convenience sample of 100 student responses. A technostress model (based on transaction theory of stress) was formed for hypothesis testing. Some hypotheses were not supported, but those that were indicated that universities should ensure that techno-complexity is reduced, and remote learning environments are improved. It was also found that technostress has a negative impact on academic productivity and performance, and that coping mechanisms can moderate the relationship between technostress and academic productivity and performance. The findings related to student remote learning environments and the moderating effect of student coping mechanisms are unique to this study. © 2022 International Association for Computer Information Systems

Analysis of the Academic Performance of Mechanical-Electrical Engineering Students during the COVID-19 Pandemic: A Case Study in a Private University in Peru

The COVID-19 pandemic, brought with a number of problems in different sectors, one of the most affected was the education sector, especially in engineering programs, since these have a practical nature and need laboratories to consolidate meaningful learning. In many cases, the virtualization generated some anomalous behavior in the academic indicators that could be used for the analysis of the successes and errors that could lay the foundations for a modern education in engineering careers. The main objective of this research is to analyze the average academic performance per course of a mechanical-electrical engineering program, for which some data was taken from 2018 to 2021. To explain the behavior of the curves, a qualitative survey was applied to 357 students. Three academic indicators are used in the study: grades average, "not pass” rate, desertion rate. The results of the analysis showed that in the first period of the year 2020 (starting period of confinement) they presented very different parameters from those already known in previous years, which could be based on three main causes. The first was due to the full-time dedication of the students to carry out their academic activities, the second is based on the proper technology, resources and strategies adopted by the university and finally, the economic aid from the Peruvian government. © 2023 by the authors.

Critical care medicine training in the age of COVID-19.

CONTEXT: The COVID-19 pandemic caused the largest disruption to graduate medical education in modern history. The danger associated with SARS-CoV-2 necessitated a paradigm shift regarding the fundamental approach to the education of medical residents and fellows. Whereas prior work has examined the effect of the pandemic on residents' experiences during training, the effect of the pandemic on academic performance of critical care medicine (CCM) fellows is not well understood. OBJECTIVES: This study examined the relationship between CCM fellow's lived experiences during the COVID-19 pandemic and performance on in-training examinations. METHODS: This mixed-methods study consisted of a quantitative retrospective analysis of critical care fellows' in-training examination scores and a qualitative, interview-based phenomenological examination of fellows' experiences during the pandemic while training in a single large academic hospital in the American Midwest. Quantitative: Prepandemic (2019 and 2020) and intrapandemic (2021 and 2022) in-training examination scores were analyzed utilizing an independent samples t test to determine whether a significant change occurred during the pandemic. Qualitative: Individual semi-structured interviews were conducted with CCM fellows exploring their lived experiences during the pandemic and their perception of the effect on their academic performance. Transcribed interviews were analyzed for thematic patterns. These themes were coded and categorized, and subcategories were developed as indicated during the analysis. The identified codes were then analyzed for thematic connections and apparent patterns. Relationships between themes and categories were analyzed. This process was continued until a coherent picture could be assembled from the data to answer the research questions. Analysis was performed from a phenomenological perspective with an emphasis on interpretation of the data from the participants' perspectives. RESULTS: Quantitative: Fifty-one in-training examination scores from 2019 to 2022 were obtained for analysis. Scores from 2019 to 2020 were grouped as prepandemic scores, while scores from 2021 to 2022 were grouped as intrapandemic scores. Twenty-four prepandemic and 27 intrapandemic scores were included in the final analysis. A significant difference was found between mean total prepandemic and intrapandemic in-service examination scores (t 49=2.64, p=0.01), with mean intrapandemic scores being 4.5 points lower than prepandemic scores (95 % CI, 1.08-7.92). Qualitative: Interviews were conducted with eight CCM fellows. Thematic analysis of the qualitative interviews revealed three main themes: psychosocial/emotional effects, effects on training, and effects on health. The factors that most effected participants' perceptions of their training were burnout, isolation, increased workload, decreased bedside teaching, decreased formal academic training opportunities, decreased procedural experience, a lack of an external reference point for normal training in CCM, fear of spreading COVID-19, and neglect of personal health during the pandemic. CONCLUSIONS: In-training examination scores decreased significantly during the COVID-19 pandemic for CCM fellows in this study. The fellows in this study reported perceived effects of the pandemic on their psychosocial/emotional well-being, medical training, and health.

Adolescents' and Secondary School Teachers' Perception of Online Learning Under COVID-19 Pandemic

The article presents the results of the research project "Education under CO-VID-19", implemented by the Center for Interdisciplinary Research on Contem-porary Childhood in Moscow State University of Psychology and Education. The research was conducted from October 2020 till January 2021. The main goal of the project was to identify the specific features of adolescents' and secondary school teachers' perception of online learning under the pandemic. 141 adolescents and 91 secondary school teachers from different regions of the Russian Federation participated in the research. According to the data, despite facing certain challenges, the majority of adolescents regard online learning either in neutral, or in positive light. Adolescents with high levels of metacognitive skills were the most efficient in adapting to online learning. In contrast with adolescents, most teachers assess online learning negatively. The authors of the paper consider opposing online and offline education as the least efficient strategy. They stress the need of overcoming the dichotomy and emphasize the role of child-adult interactions that can be organized in face-to-face, distant and hybrid learning formats.

Is it the same, socially? Fully online learning and its impacts on social identification, academic performance and confidence

Previous research demonstrates links between student social identification, perceived learning norms, learning approaches and academic outcomes and indicates the value of bolstering student social identification in higher education settings. The current study aimed to examine whether the models identified in this previous research replicated in a fully online environment. This is critical knowledge in the context of the industry-wide debate on the gains and losses of online university. Self-report survey data (N = 112), e-learning analytics and grades were used to examine student social identification, perceptions, behaviours, and outcomes over a 4-month period of online learning during the COVID-19 pandemic. Results were unexpected: previous models failed to replicate in our data. Exploratory analysis identified three ways forward: examination of student learning activity outside of institutionally provided online contexts, revisiting the use of SPQ as a measure of learning approach, and examining student social interactions and identification in a social media-rich online environment.

Methodological Strategy for the Development of Academic Motivation of First-year High School Students in the Face of the New Normal

Academic demotivation is a determining factor in the risk of dropping out of school, it prevents the student from maintaining a behavior oriented to student achievement, low self-esteem and the formation of an erroneous self-concept;which became evident in the face of the changes in the educational context as a result of Covid-19. In view of the academic demotivation shown by the students when returning to face-to-face classes, the objective of the research was to design a methodological strategy for the development of the students' academic motivation in the face of the new normality. The sample consisted of 126 students, and the research approach was mixed. The method used was the survey, the results of which show that 54.76% of the students feel unmotivated to continue their studies. Based on the results obtained, a methodological strategy was designed for the development of students' academic motivation.

Evaluation of Learners? Academic Performance in Teaching and Learning Civil Engineering During the COVID-19 Pandemic

COVID-19 has had a significant impact on teaching and learning (T&L) pedagogies, which shifted from 100% face-to-face instruction to online and hybrid formats. The diversity of online and offline teaching and learning tools and platforms during the pandemic led to adjustment issues for students early in the pandemic. The preference for teaching and learning in choosing appropriate methods during a panic affects academic outcomes. However, students' academic performance on the T&L preference approach during the pandemic is questionable. This paper evaluates the academic performance of learners in the geotechnical course at the Centre for Civil Engineering Studies, Universiti Teknologi Mara, Malaysia, during the COVID-19 pandemic. The impacts of teaching and learning the course content through a preferential approach and the use of digital communication technologies on learners' academic performance during this period were investigated. A representative group recording was chosen as the case study method to assess learners' academic performance. Quantitative data were analyzed using descriptive statistics, and thematic analysis was used to evaluate qualitative data. The novelty of this work is to use student performance data and descriptive analysis of online surveys to reveal trends that can help identify preferred pedagogies in teaching and learning during the pandemic and in the future, and avoid failure among students. The results of the analysis revealed that during open and distance learning, learners' preferred asynchronous method with the social media platform WhatsApp and unrecorded video were chosen as the means of communication between educators and learners. The results show that learners can perform well on course assessments despite the pandemic. T&L pedagogies are identified for best practices in face-to-face and non-face-to-face classes in the future.

Academic Performance in the Virtual Learning Environment: A Systematic Review

With the arrival of the Covid-19 pandemic, mandatory changes occurred in the way of educating students, initiating the global heyday of ICT with its virtual envi-ronments;achieving in a short time the virtualization of the teaching and learning process. The objective of carrying out a systematic review of articles on aca-demic performance in a virtual learning environment in higher educational institutions under the context of a pandemic. The method used is a systematic review, with a methodology based on the PRISMA 2020 Declaration, analyzing the articles found in the SciELO database, with a final sample of 12 articles in a period of time from 2020 to 2022;Obtaining the following results: a) the essence of learning in a vir-tual environment is based on self-management in the construction of learning, b) academic performance in a virtual environment is 90% subjective and 95% of students consider access as an obstacle. to tech-nological means, c) the teaching commitment was up to the 4th objective of sustainable development. Concluding that the student must self-manage the construction of their learning to obtain a positive educational performance in a virtual environment, the teacher's role is essential in the construction of learning.

Measuring College Students' Satisfaction with the Teaching Effectiveness of Online English Courses Based on the IPA Model

The English learning ability and academic performance of pre-service teachers affect the future professional development of preschool and primary education teachers. The English course has been transferred to online due to COVID-19. Whether the practicability of e-learning is consistent with students' expectations primarily affect teaching effectiveness. A paired-sample t-test on the importance and satisfaction of online English learning effectiveness of pre-service teachers from freshmen to juniors at a private university revealed no significant difference in the overall importance and satisfaction. Then the coordinated system is constructed according to the Importance -Performance Analysis (IPA) to identify the critical indicators for improving the teaching effect of online courses. The results imply that network stability and teachers' timely responses to students' questions should be concentrated. In addition, students are pretty satisfied with the e-learning platform, teaching quality and management, which should be further maintained. The suggestions for improving the effectiveness of online English teaching in private universities are proposed accordingly. © 2023 IEEE.

Analysis of evaluative instruments used in science during the pandemic: multiple selection, indicators and performance

Introduction: Multiple-choice assessments are the instrument widely used in science to assess students, how-ever, the recent pandemic required adapting this type of instrument to the virtual environment. This context required evaluating the quality of the instruments through discrimination indices, internal consistency and relating it to academic performance. Objective: Evaluate the evaluation instruments used in online mode during the COVID-19 pandemic and the performance of students in health sciences. Method: The revision of the 5 instruments of the Structure and Function subject formed by 290 banks of random questions was carried out to evaluate each content in first-year students during 2020 in the school of health sciences at the Viña del Mar University. The data obtained from the virtual platform and the indices of discrimination, facility, discriminative efficiency, internal consistency and academic performance were interpreted through a report that was shared with the teachers to identify the parame-ters of quality and validity. Results: Of the total number of question banks evaluated, 70.2% of the questions presented adequate discrimination and only 5.6% should be eliminated. Contest two obtained the lowest average performance 3.9 ± 0.99, however, it presented the highest internal consistency 81%. When comparing all the instruments, a gradual im-provement in the formulation was observed, reflected in the final exam, in which the academic performance also agrees with the average of the semester 4.2 ± 0.92. Conclusions: Academic performance must be weighed in relation to the quality of the formulated instrument, in which, at a lower ease index, there is greater internal consistency, represented by the greater discriminative efficiency of the questions. The design and formulation process must take care of and examine these guidelines to safeguard quality criteria. © 2023, Universidad Nacional Autonoma de Mexico. All rights reserved.

Exploring cloud computing adoption: COVID era in academic institutions

Cloud computing (CC) is a revolution that can provide information technology (IT) as a service. CC offers infrastructure, platform, and software services, as demand peaks and surges. This paper aims to investigate how prospective adopters behave when external factors such as "Coronavirus Pandemic- COVID-19” impact their technology adoption decision-making. The study also explores how a prospective adopter behaves i.e., if his/her intention to adopt any new innovation increases in presence of stronger disruptive factors (COVID-19). This research empirically examines if the intent to adopt secured (online) services impacts actual CC adoption (CCA) in pre-COVID-19 and during COVID-19 eras. It also provides an idea of how prospective adopters behave when they face disruptions caused by the pandemic situation, and how the holistic relation is reflected in terms of its influence on academic performance. This study has used Technology Acceptance Model (TAM) with sequential mediation effect of intent to adopt secured online services and CCA on Academic Performance (AP) using a sample of 867 students from 25 different Indian universities in Tier 1 and Tier 2 cities. Using AMOS, a structural equation modelling was conducted to test the research model. The results highlight that there is a significant difference between the influence of perceived usefulness (PU) as well as perceived ease of use (PEOU) on CCA due to COVID-19. The results also provide empirical evidence of gender moderating the relationship of PU as well as PEOU with CCA. This is the first study that provides comparative results from pre-COVID and post-COVID era, this work provides a reference point to practitioners and academicians, especially when evaluating factors before making a final decision regarding any emerging technology's adoption. © 2023 Elsevier Inc.

Survey data assessing the junior high school students' learning attitudes toward home-based education amidst the Covid-19 pandemic.

This dataset was obtained to determine the learning attitudes of junior high school (JHS) students toward Home-Based Education (HBE). A descriptive - survey approach was used employing a proportional stratified random sampling to determine the samples n = 398 drawn from a total population of N = 75,542 junior high school students enrolled in 42 public secondary schools in Zamboanga City Division for SY 2020-2021. The data collection was conducted from August 2021 to September 2021 amidst lockdown thus, a combined data collection - Online & Offline was conducted using an adopted validated instrument. Out of 398 samples considered, only 383 eligible consenting JHS students completed the survey with a response rate of 96.23% to include 274 (71.54%) Online & 109 (28.46%) Offline. There were two problems investigated to include determining the learning attitudes of JHS students measured in terms of Nature, Anxiety, Expectations, & Openness to Learning, and to determine whether there exists a significant difference between the learning attitudes of junior high school students across four Independent Variables (IVs): gender, grade level, age and socioeconomic status (SES). Mean, Standard Deviation, and MANOVA were used to analyze the data gathered. Data assumptions were employed before employing MANOVA, and based on the results obtained from the data analysis, the overall learning attitudes of junior high school students toward HBE is High; and learning attitude varies significantly across grade level and age in terms of Nature and Anxiety of Learning, and in the SES in terms of Expectations of Learning. .

Mental health and academic experiences among U.S. college students during the COVID-19 pandemic.

When the COVID-19 pandemic began, U.S. college students reported increased anxiety and depression. This study examines mental health among U.S college students during the subsequent 2020-2021 academic year by surveying students at the end of the fall 2020 and the spring 2021 semesters. Our data provide cross-sectional snapshots and longitudinal changes. Both surveys included the PSS, GAD-7, PHQ-8, questions about students' academic experiences and sense of belonging in online, in-person, and hybrid classes, and additional questions regarding behaviors, living circumstances, and demographics. The spring 2021 study included a larger, stratified sample of eight demographic groups, and we added scales to examine relationships between mental health and students' perceptions of their universities' COVID-19 policies. Our results show higher-than-normal frequencies of mental health struggles throughout the 2020-2021 academic year, and these were substantially higher for female college students, but by spring 2021, the levels did not vary substantially by race/ethnicity, living circumstances, vaccination status, or perceptions of university COVID-19 policies. Mental health struggles inversely correlated with scales of academic and non-academic experiences, but the struggles positively correlated with time on social media. In both semesters, students reported more positive experiences with in-person classes, though all class types were rated higher in the spring semester, indicating improvements in college students' course experiences as the pandemic continued. Furthermore, our longitudinal data indicate the persistence of mental health struggles across semesters. Overall, these studies show factors that contributed to mental health challenges among college students as the pandemic continued.

University students' perspectives on the benefits and challenges of emergency remote teaching during the Covid-19 pandemic in Ghana.

The advent of Covid-19 changed how education is carried out at the tertiary level in Ghana. Despite the lunch of emergency remote teaching at the University of Ghana in 2020, little research has been done on students' experiences. Using a qualitative descriptive design, this study explored students' experiences regarding the benefits, challenges, and the influence of emergency remote teaching on their self-esteem, academic confidence, and performance. 20 students were interviewed, and their responses were analyzed using thematic analysis. Results showed students had both positive and negative experiences which had diverse impacts on their self-esteem, academic confidence, and performance. Positive experiences resulted from the confidence to participate in class without intimidation, improved IT literacy, self-esteem and academic performance, less distraction and leniency from lecturers. Negative experiences bothered on problems with the learning management system, internet challenges, laziness on the part of students, high cost of internet data, unconducive learning environment, comprehension difficulties, increased workload and cheating by students. The findings underscore the need for university management to consider students' psychological wellbeing and needs when implementing new educational systems and further put measures in place to improve emergency remote teaching and curb academic dishonesty in order to improve tertiary education in Ghana amidst Covid-19.

Evidence of reduced academic performance among schoolchildren with helminth infection.

BACKGROUND: Soil-transmitted helminths (STHs) pose a formidable health risk to school-age children in resource-limited settings. Unfortunately, mass deworming campaigns have been derailed since the onset of the coronavirus disease 2019 pandemic. The present study assessed the cross-sectional associations between STHs, nutritional status and academic performance of schoolchildren in the Banda District of Ghana. METHODS: Schoolchildren (5-16 y of age; n=275) were recruited through both school and household visits by community health workers using a multistage cluster sampling technique. In addition to school microscopy, anthropometric records were also taken. RESULTS: The prevalence of geohelminthiasis was 40.4% (95% confidence interval 34.6 to 46.2). STHs targeted for elimination by the World Health Organization and national programmes were detected among schoolchildren. Children with intestinal parasite infection (53.7 [standard deviation {SD} 11.5]) had lower mean academic scores compared with uninfected children (59.6 [SD 16.9]) (p=0.034). In multiple regression analysis, intestinal parasite infection status and z-scores for weight-for-age showed a collective significant effect on the academic score (F1117=8.169, p<0.001, R2=0.125). CONCLUSIONS: Schoolchildren with STHs had poorer academic performance compared with uninfected children, despite their nutritional status. In addition to school feeding programmes, school-based mass drug administration campaigns may be critical for improving learning outcomes in young schoolchildren.

Social Media Fatigue and Academic Performance: Gender Differences

Coronavirus is a modern virus that is now spreading rapidly. The majority of current research in biomedical, concentrating on people's physical well-being. Mental health problems tend to be ignored in this setting. This research contributes to a broader understanding of adolescent mental health by exploring the effects of a dynamic new pandemic: COVID-19 is a virus that infects people. The term "social media fatigue" refers to a self-controlled and subjective feeling of exhaustion resulting from using these channels. The effect of the coronavirus COVID-19 outbreak on adolescent mental health, specifically psychological distress and depression, is investigated in this report. COVID-19 has several adverse effects on a person's mental health. While students are regularly taking their classes online, they are more exposed to digital devices. Thus, the chances of getting drifted to social media platforms increase. The frequency and severity of social media use were the most potent predictors of social media fatigue (Dhir et al. in Int J Inf Manage 48:193-202, 2019[5]). Self-disclosure and online social comparison were both significant predictors of social media exhaustion. The results also indicate that social media exhaustion can play a role in poor academic performance (Malik et al. in Inf Technol People, 2020[12]). The study tries to explore gender differences in academic performance while being exposed to social media.