Add Title: To understand the impact of COVID-19
Subtitle: Educational imbalance in the life of students
Authors:
Misbah Pathan
Nishigandha Gamare
Nikita
Introduction:
The Covid-19 pandemic has unapologetically made people around the globe experience their worst nightmares. There has been a series of sectors, groups, and institutions that have been impacted adversely due to the crisis. People had faced various problems starting right from their simplest and most basic needs to their exquisite demands. A study was conducted to understand the phenomena in terms of how much of an impact people experienced during the pandemic in the educational sector.
Objective: To understand the underlying phenomena of educational imbalance in the life of students due to the pandemic.
Literature Review:
The emergence of psychological problems triggered by COVID-19, particularly on students has been extensively highlighted and emphasized, but original research in this respect is still lagging behind. Therefore, we designed this study to evaluate the impact of the COVID-19 pandemic on the educational sector.
The COVID-19 pandemic influenced many aspects of life around the world and, in particular, education systems. Educators quickly adopted new technologies for teaching and adapted hands-on activities into remote and at-home learning experiences. Even within the physical classroom, teachers and students now follow new COVID protocols, such as keeping six feet of distance and avoiding touching common tools, creating challenges for collaborative work.
Data Collection:
A total of 100 people from the SNDT campus were surveyed through different forms like manual surveying, use of Google forms, etc. to collect data from different respondents. An audience of students from the Covid affected year had been especially targeted to undergo this survey to understand their views in the matter.
My concentration levels have decreased
I am discouraged in my aims and aspirations
I have no problem with the comfort of studying from home
I have lack of study quality assurance in online studies
My college faced difficulty in preventing cheating in online exams
I need face to face study for understanding concepts better
My learning is more organized through E-learning
Average, Standard Deviation, Standard Error and Z value were calculated using MS Excel
Data Analysis:
At 95% confidence level,
Table z-value is 1.96.
Hypothesis:
If z value is greater than 1.96, accept H1 (positively)
If z value is between 1.96 to -1.96, accept H0 (neutral)
If z value is less than -1.96, accept H1 (negatively)
The calculated mean, SD, SE and z value of the collected data is in the table below:
QUESTION NO.
Q1
Q2
Q3
Q4
Q5
Q6
Q7
MEAN
-0.93
-0.93
-1.04
-1.06
-1.05
-1.28
-1.09
STANDARD DEVIATION
0.96
1.01
0.92
0.94
0.98
0.89
0.93
STANDARD ERROR
0.10
0.10
0.09
0.09
0.10
0.09
0.09
Z VALUE
-9.73
-9.23
-11.30
-11.27
-10.73
-14.41
-11.68
Thus, from the above data we can say that,
For question 1, z value is -9.73 which is less than -1.96, accepting hypothesis H1 (negatively).
For question 2, z value is -9.23 which is less than -1.96, accepting hypothesis H1 (negatively).
For question 3, z value is -11.30 which is less than -1.96, accepting hypothesis H1 (negatively).
For question 4, z value is -11.27 which is less than -1.96, accepting hypothesis H1 (negatively).
For question 5, z value is -10.73 which is less than -1.96, accepting hypothesis H1 (negatively).
For question 6, z value is -14.41 which is less than -1.96, accepting hypothesis H1 (negatively).
For question 7, z value is -11.68 which is less than -1.96, accepting hypothesis H1 (negatively).
Conclusions:
People’s concentration levels have not decreased.
People are not discouraged in their aims and aspirations.
People have problem with the comfort from studying from home.
People do not lack study quality assurance in online studies.
People’s colleges did not face difficulty in prevention of cheatings during online exams.
People do not need face-to-face studying to understand concepts better.
People’s studies are not more organized through online learning.
References:
Ma, Z., Idris, S., Zhang, Y., Zewen, L., Wali, A., Ji, Y., . . . Baloch, Z. (2021). The impact of COVID-19 pandemic outbreak on education and mental health of chinese children aged 7–15 years: An online survey. BMC Pediatrics, 21, 1-8. doi:https://doi.org/10.1186/s12887-021-02550-1
Alemdar, M., Moore, R., & Ehsan, H. (2021). Call for papers: A special issue of the journal of pre-college engineering education research on ‘‘The impact of covid-19 on pre-college engineering education’’. Journal of Pre-College Engineering Education Research, 11(2) doi:https://doi.org/10.7771/2157-9288.1326
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