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This study investigates how the course format change caused by covid-19 pandemic affected learning behaviors and performance of college students enrolled in a large introductory history course. Clickstream log files capturing how students were interacting with online learning contents were analyzed to identify the learning behaviors of students before and after the mid-semester course format change. The non-parametric regression model was developed to examine the relationship between learning performance of students and course format change. Although the frequency of accessing learning resources decreased during the first three weeks after the course format change, it had a relatively small effect on the learning performance of students. The quantile regression model indicates the mid-semester course format change is associated with about 3.3% decrease in the learning performance of students. These results suggest that students were quite resilient and their learning during the pandemic was not as bad as we feared.
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This study aims to examine the students' level of engagement in distance learning during the pandemic of COVID-19. Among all learning models, students' engagement is considering a challenging factor, however this is particularly true in a remote learning environment. To obtain the research aims, a quantitative method, precisely Correlational Exploratory Design is conducted. Thus, a questionnaire is designed to collect the essential data from students. A total of (359) participants from Taibah University across different departments and programs were participated and completed self-report measures. The questionnaire consists of two main parts: first demographic questions, second different types of engagements (cognitive, behavioral, emotional, and social engagement) in distance learning. Making sense of these variables, enables reconsidering the decision-making regarding improving how distance learning is practiced for more successful and meaningful delivery. The result demonstrated that social engagement domain has been the only indicators of differences between gender in which female were more socially engaged than male, thus enhancing students' social engagement is a critical area to be considered. Moreover, the participants in this study measured cognitive engagement with 'strongly agreed' measure. While behavioral and social engagement were just agreed. However, emotional engagement was reported by them as natural. This finding indicated that the students were ready to shift to distance learning during COVID-19 and they need emotional support during this time. This study suggests recommendations on how to improve students' engagement.
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PurposeDuring the coronavirus disease 2019 (COVID-19) pandemic, public health risk communication has been a vital work. Students account for a large proportion of the population and are often highly mobile;thus, they face a high risk of contagion and spreading the disease. Therefore, risk communication to this group during the pandemic has been essential. This research examines the relationship between risk communication to students and their appropriate behaviors (compliance with COVID-19 preventive measures and COVID-19 information sharing).Design/methodology/approachThis research used structural equation model (SEM) and generalized structural equation model (GSEM) to analyze the data collected from students during the COVID-19 pandemic.FindingsThe findings revealed that risk communication in mass media was positively associated with students' compliance with preventive measures and sharing pandemic-related information. Additionally, their compliance behavior was positively associated with their information-sharing behavior.Practical implicationsThis research offers some implications regarding the containment of a highly-infectious virus, especially for the context when the risk of outbreak is high and an effective vaccine is not available, by focusing on risk communication and compliance and information-sharing behaviors.Originality/valueThis research is one of the early attempts to examine the risk communication to students, their compliance with preventive measures and their information-sharing behavior during a pandemic.
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The discussion surrounding parental involvement and how much of a role it plays in the lives of young students is nothing new to education. Parents are indeed the student's first teachers;therefore, it is important that they continue that role as the students grow and develop in the ongoing years. The purpose of this qualitative phenomenological study was to explore the parents' perceptions regarding parental involvement and its connection to student achievement and behavior in high school since the COVID-19 pandemic. Using snowball sampling, I recruited 11 participants to answer a questionnaire. There were six themes created to answer each of the research questions. Research question one consisted of four themes: Involvement before the COVID-19 pandemic was evident, parental involvement increased during the COVID-19 pandemic, challenges did not deter involvement, and since the COVID-19 pandemic, student academic progress has improved. Research Question 2 consisted of two themes: The behavior of the student changed since the COVID-19 pandemic, and the COVID-19 pandemic positively affected the level of involvement. The study's findings indicated that parents were forced to be more involved since the COVID-19 pandemic. A recommendation for future research is to conduct a quantitative study using parents, teachers, and specific school districts. The recommendation for practice is that the parents maintain positive engagement with students and build better school-related relationships. (PsycInfo Database Record (c) 2023 APA, all rights reserved)
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School suspension and expulsion are not limited to middle and high school students;these exclusionary approaches to discipline begin in early childhood settings such as elementary schools. Most studies regarding exclusionary discipline have been conducted on the middle and high school level, but there are very limited studies regarding exclusionary discipline in early childhood or elementary school level. African American elementary school students are disproportionately represented in multiple school suspensions. Although the majority of school suspensions were not due to violent school crimes, but for discretionary offenses, zero tolerance policies have substantially contributed to students being suspended or expelled for trivial infractions. The purpose of this study was to use qualitative research to investigate New York City's public elementary school teachers' perceptions of African American students' behaviors, and how teachers would describe effective behavior intervention approaches for African American students. Data were collected through the use of interviews and journal prompts completed by teachers during the fall of 2021. Results from this study showed that African American students were perceived by the teacher participants as having similar behaviors to other children of various racial and ethnic groups, and needed effective behavior intervention approaches that addressed mental health counseling, extra-curricular and movement activities, preventative measures to discipline, and culturally responsive education. The results obtained from this study may inform educators and policymakers of social justice alternatives to exclusionary discipline. Further studies are needed to examine the "sit still culture" and the role of movement activities and kinesthetic learning modalities as behavioral intervention approaches to lessen disruptive behaviors and curb punitive exclusionary practices, as well as the effects of social justice alternatives to exclusionary discipline as a support system for black students post COVID-19. (PsycInfo Database Record (c) 2023 APA, all rights reserved)
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The COVID-19 epidemic has caused great impact on the entire society, and the spread of novel coronavirus has brought a lot of inconvenience to the education industry. To ensure the sustainability of education, distance education plays a significant role. During the process of distance education, it is necessary to examine the learning situation of students. This study proposes an academic early warning model based on long- and short-term memory (LSTM), which firstly extracts and classifies students' behavior data, and then uses the optimized LSTM to establish an academic early warning model. The precision rate of the optimized LSTM algorithm is 0.929, the recall rate is 0.917 and the F value is 0.923, showing a higher degree of convergence than the basic LSTM algorithm. In the actual case analysis, the accuracy rate of the academic early warning system is 92.5%. The LSTM neural network shows high performance after parameter optimization, and the academic early warning model based on LSTM also has high accuracy in the actual case analysis, which proves the feasibility of the established academic early warning model.
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The Good Behavior Game (GBG) is an evidence-based interdependent group contingency originally designed to decrease inappropriate student behavior. Despite the dearth of research on the GBG, few studies have assessed the acceptability of technology-enhanced versions of the GBG. The purpose of this study was to analyze the acceptability of a version of the Good Behavior Game (GBG) in which university students used a novel website application to simulate intervention implementation. Due to COVID-19-related school closures, participants practiced implementing the GBG while watching an animated implementation video. This study used a within-subjects quasi-experimental pretest-posttest design. The dependent variable was participants' ratings of acceptability on the Technology Acceptance Model Instrument-Fast Form (FF-TAM) before and after the simulated intervention implementation. Results indicated moderate acceptability levels prior to the simulation and significantly higher (t = 7.904;p < .001) acceptability levels following the simulation. Overall, the simulated implementation had a large effect on acceptability scores (Cohen's d = .89). Implications for practice and research are discussed. (PsycInfo Database Record (c) 2023 APA, all rights reserved)
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This study aims to explore teachers' perceptions of the role of challenging student behavior and social-emotional learning (SEL). The problem addressed was that challenging student behavior interferes with teachers' ability to teach, and children's academic achievement. The conceptual framework that underpinned this study is the concept of social and emotional learning. The Collaborative for Academic, Social, and Emotional Learning's evidence-based five core competencies were analyzed and utilized as the model for this study. A qualitative case study was chosen as the research method for this study. Four elementary schools within the same district in California were identified, and seven heterogeneous participants were selected, including probationary or permanent teachers with various levels of experience in teaching. Data collection took place following the approval of the Institutional Review Board and consisted of a demographic questionnaire, semi-structured interviews, and artifacts. The two qualitative questions that guided this research were: How do elementary school teachers in a suburban southern California school district describe their understanding of social and emotional learning? The findings revealed that teachers had a basic to advanced level of understanding of the benefits of social and emotional learning in the classroom. How do teachers describe their use of SEL to support their work with students exhibiting challenging student behavior? Findings support that teachers need knowledge and skills to understand student behavior. Emergent themes revealed that SEL must be explicitly taught, relationship is part of the SEL process, teachers' buy-in and leadership in the SEL process are necessary, teachers need support and professional development to increase SEL implementation, SEL increases engagement with students who exhibit challenging behavior, SEL supports building relationships between teachers and students with challenging behaviors, and SEL increases collaboration with school, community, and home. There is a need to expand a qualitative case study with a larger sample size. It might be even more beneficial to explore the effects of the COVID-19 pandemic on these perceptions compared to pre-pandemic perceptions. (PsycInfo Database Record (c) 2022 APA, all rights reserved)
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Purpose: This study aims to explore and compare the approach and avoidance factors in motivating students to study using three different learning methods--face-to-face learning, online learning and hybrid learning. Design/methodology/approach: This research uses in-depth online interviews to gain insights from students. Purposive sampling was applied to recruit 33 informants from two private universities in Indonesia. The verbatim data were analyzed using a thematic content analysis to identify motivational factors. Findings: This study revealed four motivational factors regarding the approach to face-to-face learning/avoidance of online learning and five motivational factors regarding the approach to online learning/avoidance of face-to-face learning. Most of the motivational factors (i.e. learning effectiveness, social interaction, campus life experiences, physical wellness, flexibility and technological learning) are also found in the approach to hybrid learning. Research limitations/implications: The existing qualitative research suffers from generalizability, as does this study. Future research can investigate other contexts or use quantitative research to validate the findings. Practical implications: By identifying the approach and avoidance motivational factors, higher education institutions can enhance the approach (positive) factors and minimize or eliminate the avoidance (negative) factors that motivate their students to study using different learning methods. Originality/value: This research complements the existing literature using new perspectives, namely, the approach and avoidance factors that motivate students to study through face-to-face learning, online learning and hybrid learning post-COVID-19.
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The pandemic raised awareness about the consumption of healthy and high-quality food which was practiced at home leaving aside the consumption of "junk food" but students are returning to the consumption of these unhealthy foods in university. The objective of this research is to describe and analyze the behavior of students in the selection of their food (good and bad for health) after returning to school. The methodology applied is descriptive, correlational and predictive of a cross-sectional quantitative type in which 765 students participated anonymously and voluntarily in an online survey. Results. A low level of consumption of "good" foods was found while the consumption of "bad" foods is growing daily. Conclusion. " Good" food is only eaten at home while "bad" food is eaten everywhere A policy of selling healthy food should be implemented. If these foods are not regulated, there is a tendency to have an overweight university student population in the future. © 2023, Innovative Research Publishing. All rights reserved.
ABSTRACT
Nowadays, the serious situation that affects the entire world goes beyond the social, cultural, economic problems and other conflicts that occur day by day. These were left aside to move to a global alert, we refer to the pandemic crisis that all the nations of the world are facing. Confinement forced people all over the world to stay at home, therefore, communications through electronic devices became very necessary. This study does not seek to analyze the pandemic crisis, its purpose is to analyze the use that students give to their mobile phone, to determine if this has generated addiction, in addition to identifying if use differs in men and in women. Participants were 184 high school students enrolled in a public sector institution in the Port of Veracruz, Mexico. To obtain the data, the SAS-CV test was used. This contains questions related to the profile of the respondent and 10 items in Likert format. It was distributed via electronic devices for their response. The data were statistically analyzed using polychoric correlation matrices and factor analysis with component extraction. The main findings demonstrate the obtaining of three components: physiological, dependence and distraction, which account for 68% of the total variance, and it was also shown that there are no differences by gender.
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University student activism is generally characterized by protests and demonstrations by students who are reacting to social, political, and economic challenges. The COVID-19 pandemic revolutionized university student activism, and closed the geographical space for protests and demonstrations. The pandemic locked students out of the university campus, thus, rendering the traditional strategies of mass protests and demonstrations impossible. The COVID-19-induced lockdowns made it difficult, if not impossible, to mobilise for on-campus demonstrations and protests. It seems the pandemic is the last nail in the coffin of on-campus student protests. This theoretical paper uses a collective behaviour framework to explain the evolution of student activism in Zimbabwe, from the traditional on-campus politics to virtual activism. It discusses the challenges associated with cybernetic activism. The paper argues that, despite challenges, Zimbabwean university student activists need to migrate to a new world of digital technology and online activism. In the migration to online activism, students activists face a plethora of challenges. On top of the already existing obstacles, activists face new operational challenges related to trying to mobilise a constituency that has relocated to cyberspace. Student activists utilize the existing digital infrastructure to advance their politics, in spite of a hostile state security system and harsh economic environment, and other operational challenges.
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Little is known about the intraindividual dispositional factors related to cognitive, behavioral, and emotional academic learning outcomes under COVID-19. This study investigated (i) the associations of intraindividual factors, some related to studying (motivation to learn, self-regulated learning, and study resilience), others more general (soft skills, intolerance of uncertainty) with three situational academic learning outcomes (general distress, online self-regulated learning, study-related emotions), and (ii) the effect of time, intraindividual factors, online self-regulated learning, and study-related emotions on distress and achievement over the following three exam sessions. A total of 331 university students took part in the study during the first Italian nationwide lockdown (T1, March-May 2020). Of those, 121 also completed at least one follow-up (T2: August 2020, T3: September 2020, T4: February 2021). At T1, study-related dispositions and soft skills were positively associated with online self-regulated learning and study-related emotions, while study-related dispositions were also negatively associated with general distress. Intolerance of uncertainty was associated positively with general distress and negatively with study-related emotions. Longitudinal effects of T2 and T3 for intolerance of uncertainty and study-related emotions were observed for distress, while those for T4 were study-related dispositions for achievement. Nurturing intraindividual factors can help students cope with a prolonged stressful situation such as a pandemic.
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Purpose: This study investigates the interrelationship among COVID-19 anxiety, mindfulness, COVID-19 information avoidance, preventive behavior, and academic performance. Research methodology: The study assessed protective factors as mediators of COVID-19 anxiety and academic performance using WarpPLS. The study participants were K-12 Filipino students from a secondary school in Cagayan, Philippines, identified through convenience sampling. Results: COVID-19 anxiety, mindfulness, information avoidance, and preventive behavior were found to be negatively correlated. Preventive behavior is associated with improved academic performance. Conversely, there was a negative correlation between mindfulness, COVID-19 information avoidance, and academic performance. The association between COVID-19 anxiety and academic achievement is only mediated by mindfulness and preventive behavior. Limitations: Preventive factors that may affect COVID-19 anxiety and academic achievement are only considered. Also, the participants are limited to a secondary school in Cagayan, Philippines. Contribution: With the pandemic having a substantial influence on the municipality, the study would be helpful to manage and control the effect of the outbreak on the academic performance of the learners.
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In the advent of the "new normal" during the pandemic era, strategies to teach and learn switched to online. Students' behavior and attitude also shifted from face-to-face to online. This study aims to assess the students' profiles and the prevalence of cyberbullying in the higher education institutions in Central Luzon, Philippines. The study used a descriptive-correlational technique with the help of an online survey to gather data. Using a convenience sampling technique, 300 higher education students participated in the online survey during the first semester of 2021-2022. In order to attain the objective of the study, the investigators used a standardized instrument. With the help of SPSS 23, the data analyst analyzed the gathered data using the following statistical tools: frequency, weighted mean, and non-parametrical tests like Kruskal-Wallis, Mann-Whitney U, and Spearman rho. The investigators found that the student-respondents were "never" cyberbullying victims or offenders. Furthermore, statistical inferences showed a variation for cyberbullying offenders as to age and sponsorship/scholarship and a weak indirect relationship between cyberbullying offenders and sponsorship/scholarship characteristics of the students. The investigators recommended pertinent implications for the new normal of learning among students and the institution from the study results.
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Online learning during COVID-19 pandemic has made teacher and students even parents busy in adapting the change. Many issues rose regarding the implementation of online learning. One of the issues is the student's teacher dependency in learning. Along with this problem, students tend to be passive in online learning. This research was conducted in a higher education context. Quantitative survey research was conducted to 656 sophomore students and 10 teachers in a college of aerospace technology in Yogyakarta, Indonesia. Along with the questionnaire, an interview was held to gain the qualitative data to support the quantitative data. As the result, students tend to rely on their teachers and passive in learning.
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Instability caused by the coronavirus pandemic (COVID-19) completely transformed teaching and learning in schools. Throughout this time, teachers and school leaders have had to find new ways to conduct lessons, assess learning, and maintain relationships with the children in their care. This guide is designed to support teachers and school leaders in identifying and addressing the key areas for development in their setting. It offers practical advice and signposts evidence-informed resources on a variety of areas of teaching practice, from ensuring high quality teaching to removing non-academic barriers to attainment. Drawing on the Education Endowment Foundation's (EEF's) tiered model, the guide is designed to support school planning. The guide aids school leaders in determining how best to focus time, effort, and resources by identifying evidence-informed strategies with the greatest potential to support pupil attainment. Alongside these strategies, the planning guide includes an array of school case studies and expert insights from school leaders, teachers and teaching assistants.
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An American School District Panel (ASDP) survey administered in fall 2021 revealed district leaders' widespread concerns about teacher, substitute, and bus driver shortages, political polarization interfering with schooling, students' mental health, behavior, and attendance, and declining student enrollment. In this report, we revisit these concerns to assess whether the widespread problems that district leaders identified back in fall 2021 have persisted throughout the remainder of the 2021-2022 school year. This report also provides an update on the main ways that school districts are seeking to redress the negative effects of unfinished instruction because of the coronavirus disease 2019 (COVID-19) pandemic. This is the second of two reports with results from the spring 2022 survey of the ASDP. [For the companion report, "State of the Superintendent -- High Job Satisfaction and a Projected Normal Turnover Rate. Selected Findings from the Fifth American School District Panel Survey," see ED621831.]
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The sudden outbreak of COVID-19 has had a huge impact on international higher education. As the largest exporter of international students, China bore the brunt. Facing the uncertainty of health and overseas study policy brought by the pandemic, Chinese students and international students in China are all waiting and considering whether to abandon or change their study abroad plans. In this article, we analyze the impact of the pandemic on the mobility of different international student groups in China and discuss China's higher education countermeasures from the perspectives of government, higher education institutions (HEIs), academic researchers, students, and service agencies for studying abroad. China's experience in combating COVID-19 can offer valuable lessons for global student mobility and international higher education, including building up a top-down government-led management system, a collaborative network of different stakeholders, and fighting the pandemic with international education cooperation.
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Getting insufficient efficiency from the educational system can lead individuals to supplementary tutoring such as private tutoring. Due to the fact that private tutoring is taking more part in our lives day by day and that the COVID-19 pandemic can lead individuals to private tutoring, the purpose of this study is to, longitudinally identify how the COVID-19 period affects private tutoring tendencies of high school students. In order to identify how the COVID-19 pandemic period affected high school students' private tutoring tendencies, data concerning private tutoring tendencies of the students before the COVID-19 period and during the COVID-19 pandemic period were collected for the study. The longitudinal screening model, a quantitative design, was used in the study. The participant group consists of 133 students who took part in the first and second implementation. The "Private Tutoring Tendency Scale" was used in collecting data. According to the study, it was identified that the COVID-19 pandemic period in general increases the private tutoring tendencies of students.