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presents the comparison of the number of hours in sleeping, studying, use of social media and grade point average before and during the pandemic
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p style="text-align: justify;">The study focused on education students' learning experiences and the differences in their activities before and during the pandemic. This research was carried out at the NEUST Gabaldon Campus during the academic year 2020-2021 vacation. A study design that combines descriptive-comparative and descriptive-correlationa...
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Context 1
... difference (MD) Table 4 shows that there is a significant difference between the number of hours sleeping (t=4.72, df=170, p<0.01) with a small effect size (Cohen's d = 0.36); number of hours in studying (t=-2.06, ...Similar publications
Background
The coronavirus (COVID-19) pandemic required a transformation of medical education in Egypt. Public health measures necessitated a rapid shift from traditional face to face lectures to largely online platforms following campus closures. The aim of this study is to characterize medical student use and perception of online medical educatio...
The coronavirus disease 2019 (COVID-19) pandemic has had a negative impact on students' sleep quality, and it's an issue that's been understudied. This study aimed to determine which variables from the demographic data most affect the sleep quality among international students in Jordan during the COVID-19 outbreak and the lockdown. A cross-section...
Citations
... In the study of Boruchowicz & et al. (2022), there is a reduction of time in studying during the pandemic since students cannot focus on their learning due to some distractions. Plus, students have reduced their study time because they spend more time on social media and other websites that distract from their studies (Capinding, 2021). In that case, students were diverting their minds to some other things that prevented them from penetrating the stress of their lessons in statistics. ...
Students during the distance education were experiencing solitude and depression in their studies due to no social interaction which led to psychological suffering. In this article, college students' attitudes toward statistics learning were investigated, and its predictors by statistical modeling. This study used a complex-correlational research design and primary data were utilized and gathered through complete enumeration. The data were summarized using descriptive statistics, and presented in tabular form. As for modeling the predictors of students' attitudes in learning statistics, it was done through multiple linear regression via the Ordinary Least Square Approach. The finding of statistical calculations revealed that, on average, students possess a "neutral attitude" towards learning statistics online. This suggests that students do not show active involvement and positive engagement in the classroom environment due to some challenges they have encountered during online learning. The regression model I revealed that students who are using mobile phones, fewer study hours in statistics, and intimate relationships with teachers are the significant factors of positive attitude in learning. Regression model II showed that low internet signal and low mental health are significant determinants of positive behavior in learning statistics online. Conclusively, students who have suitable gadgets for online learning and with good vibes with their teachers have good performance in class even if they study less, however, effective. Moreover, students with less distraction on social media and with mental stress, tend to deviate their attention in studying their lessons in statistics which positively increases their learning attitude and well-being.
... Therefore, sex cannot predict how well a student will succeed in mathematics. This finding is corroborated by Capinding [18], who found no association between high school students' arithmetic achievement and their sexual orientation. ...
Teaching and learning mathematics are a significant concern in any educational system and became more challenging during the pandemic when an online, blended learning modality is being implemented. Hence, this descriptive-comparative-correlative research study sought to determine the dominant learning style and level of performance in general mathematics of the 222 senior high school students using online, blended modality during the school year 2021-2022 when they are grouped according to sex and tracks. The researcher made use of a standardized Learning Style inventory and a researcher-made test questionnaire which has a content-validity index of 1.00 indicating a high validity and a Cronbach’s alpha of 0.901 which indicates a very high reliability. Results showed that the dominant learning style of the Grade 11 students is auditory, while their performance level in General Mathematics is average; there is a significant difference in their performance in General Mathematics when students are grouped according to tracks; and there is no significant difference between the learning style and level of performance in General Mathematics of the senior high school students [X2(220)=0.335,p=0.656]. Thus, students’ learning styles is not a sole factor on how well they perform in general Mathematics. There might be other aspects such as study habits, math anxiety, grit, and the like which can be further investigated by future researchers.
... I feel like I'm always running out of time, aside from the household chores that await me and the topics that I need to understand and catch up on, although I have plenty of time. (Student C,20,information technology) This finding affirms the study of Capinding (2021), which found that students worked harder in their studies during the pandemic. They spend more time and effort studying the materials given by their respective teachers. ...
Background: Flexible learning has become the most viable strategy to survive the education industry across the globe and at all levels since the pandemic. The abrupt shift of modality imposes various agendas, either beneficial to improve learning delivery or, to some extent, a disadvantage, especially among technologically challenged educators. Curative traits are attributed to meeting the education requirements and needs of learners while the pandemic disrupts its core implementation. Integration of nursing care as such involves various key stakeholders, understandably because of its newness in form. In developing countries, continuity of teaching and learning has been affected by the abrupt transition, which further at-risks higher academic institutions' ability to provide quality professional education. The study aimed to document pandemic-induced stories encountered by the stakeholders among higher institutions' implementation as cornerstones to developing a caring-inspired strategy to approach education. Methods: The narratives of stakeholders such as students, faculty, parents, and the school administration are extracted during their elemental months of learning design, innovation, and transition phases. Analyses using NVivo 12 Plus on the participant’s experiences and coping were transcribed, and themes were generated thereafter. Pseudonyms of the 28 participants assigned were obtained prior to researcher-assisted key informant interviews to ensure the ethicality of the qualitative research design. Results: Significant themes as expressions of a caring-inspired approach to flexible learning range from identifying challenges and changes to coping with the implementation of technology-modified learning modalities. In the context of learning material development, digital literacy, curriculum-related concerns, and breaches of academic veracity are themes that surfaced among all participants within the first three months of pandemic adjustments. Conclusion: The study recommends the inclusion of flexible learning as a strategy even in the post-pandemic era as input to strategic planning during management reviews and to sustain technological and educational evolution, ensuring a learning continuum amidst crises
... Fear and worry about their own and their loved one's health (177/195, 91%), difficulty concentrating (173/195, 89%), disruptions to sleeping patterns (168/195, 86%), decreased social interactions due to physical distancing (167/195, 86%), and increased concerns about academic performance (159/195, 82%) were among these. Similarly, Capinding (2021) confirmed that students' activities such as sleeping, studying, and using social media differed significantly before and during the pandemic. ...
... It demonstrates that, despite the difficulties and challenges of blended learning, students are working toward a common objective. Similarly, Capinding (2021) finds no substantial variation in the performance of education students before and after the epidemic, implying that students are constantly striving to learn. On the other hand, the standard deviation is quite large, indicating that the student's grades are widely dispersed from the mean. ...
This study focused on teachers' awareness of students' learning situations during distance learning. It took place at the Nueva Ecija University of Science and Technology (NEUST) - Gabaldon Campus during the academic year 2021-2022. The study employed descriptive-comparative and descriptive-correlational designs. The 249 students were selected using a stratified sampling technique, whereas the 25 teachers were selected using a purposive sampling technique. Findings revealed that teachers are aware of their students' situations. The students believe that they faced learning challenges during distance learning. There is a significant difference between male and female teachers in terms of student learning environment awareness, but no statistically significant difference in the teacher's awareness of the student's learning situation across age groups, service years, and academic rank. There is a significant difference in the learning anxiety of male and female students but not in the learning environment and blended learning readiness. The learning environment and readiness for blended learning do not differ significantly across age groups of students, but anxiety does. A statistically significant difference in student readiness in blended learning was observed based on students' courses but not on the learning environment or anxiety. There is no significant difference in students' learning situations based on family income or parental educational attainment. There was no significant difference in student achievement based on the teachers' level of awareness. Achievement is positively correlated with learning environment and readiness but negatively associated with anxiety. In addition, the study discussed its theoretical and practical implications.
... Somewhat similar, a report from Canada reported that sleep duration was significantly shorter during distance learning, but daytime naps increased to compensate . In the Philippines, mean sleep duration reportedly decreased during the pandemic from 7.5 to 6.7 h (Capinding, 2021). In India, mean sleep time was only 5 h and decreased sleep was associated with increased screen time (Saxena et al., 2021). ...
... As reported in a prior study, students who had later bedtimes had shorter sleep durations because they had morning responsibilities to attend to, and when these obligations were removed, students woke up later, thereby having longer sleep duration during stay-at-home orders (Moderie et al., 2020). In contrast, minimal changes and even decreased sleep duration were observed in some regions, which may be attributed to psychological, environmental, and lifestyle stressors during the pandemic (Capinding, 2021;Herbert et al., 2021;Lancaster & Arango, 2021;Mack et al., 2021;. Some works have reported that increased sleep had negative consequences on schoolworks, social relationships, and mental health (Prowse et al., 2021). ...
The 2019 coronavirus pandemic forced the shift to distance education aggravating mental and physical vulnerabilities of undergraduate students, including sleep. This review aims to describe sleep problem rates and prevalence, sleep pattern disruption, sleep duration, sleep quality, insomnia symptoms, psychological and socio‐economic factors affecting sleep of undergraduates in 22 countries. A systematic search for articles published from 2020‐2021 using “COVID‐19,” “Coronavirus,” “Pandemic,” “Sleep,” “Mental Health,” and “Students” from PubMed, Scopus, and Cochrane yielded 2550 articles, where 72 were included. Selection criteria were: English full‐text available articles, undergraduates and not postgraduates, reported sleep outcomes, and participants not from allied health courses. Risk of bias was assessed using various Joanna Briggs Institute checklists and outcomes were descriptively synthesized. Prevalence of sleep problems was notable, while longitudinal studies showed increased rates. There was significantly increased sleep duration, and sleep pattern disruption during lockdowns. Several psychological, behavioral, environmental, demographic, and socio‐economic factors were found to be associated with sleep changes. These highlight the pandemic’s impact on sleep of undergraduate students and reveal opportunities for institutions to intervene with policies and programs to promote the well‐being of undergraduates. Limitations include recall bias and underrepresentation of other countries. This study is self‐funded with registration number RGAO‐2021‐0071. This article is protected by copyright. All rights reserved.
The COVID-19 pandemic and subsequent lockdown policies have significantly impacted the education sector worldwide. However, there has been a lack of analysis regarding the influence of the pandemic on academic performance from a global perspective. To fill this gap, this paper collects global TOEFL test results from 2017 to 2021, to investigate the impact of the COVID-19 pandemic on education worldwide. The test results from every two consecutive years are paired into groups to examine the performance change across different regions and test sections (reading, listening, writing, and speaking). The results reveal a consistent and significant increase in most test sections across all regions for the paired 2020-2019 group, which reflects the initial stage of the pandemic. However, for the paired group 2021-2020, there is no significant difference observed for most test sections and regions. These findings suggest that, during the outbreak of the pandemic in 2020, online learning increased the flexibility for students to access resources and maintain attendance, resulting in better results compared to 2019. However, this positive effect has diminished in 2021 with the normalization of the pandemic. In contrast, based on the data collected before the pandemic, there were no significant and consistent changes in scores across regions and test sections.
Program Pengalaman Lapangan (School Internship Program), abbreviated as PLP, is an obligatory course in the curriculum of study programs under the faculty of teachers training and education. It adopts an experiential field learning to provide comprehensive, direct, and real experiences in school. A long-term goal is set to develop professional teacher competencies. In the Covid-19 pandemic, PLP has been implemented online. This research aimed to analyse the students’ reflections on experiences in online PLP on School Environment to find out to what extent they understand the school environment, good and inspirational experiences, meaning or values that were developed by students, intentions for self-development that arouse based on the experience and reflections, obstacles faced by students and how to solve them. This research was a qualitative research. The results of the study indicated that students’ experiences in getting to know the school environment were included in the good category, students gained various good and inspirational experiences, experiences in overcoming obstacles that arose due to the pandemic, developed meaning or values, and developed intentions for self-development as a teacher candidate. Thus, the meaningful learning cycle based on experiential learning was experienced by the students participating in the online PLP.
