Children and COVID-19 Research Library

This dataset provides an insight into the reality and experiences of online learning as perceived by secondary school students in Vietnam during COVID-related school closures. The dataset addresses four main aspects of online learning, namely (a) students’ access to learning devices, (b) their digital skill readiness, (c) their experience with online learning and assessment activities, and (d) their overall evaluation of the effectiveness of online learning. The survey was administered online via Google Form from September to December 2021 with responses received from 5,327 secondary school students in 5 provinces of Vietnam. The dataset is expected to benefit local educators, administrators, and teachers who are interested in COVID educational practices and pedagogical interventions. The dataset can also benefit international researchers who wish to conduct comparative studies on student online learning or who wish to seek further insight into the responsiveness of an educational system to pandemic situations.

Since pandemic covid-19, almost secondary high school in Indonesia offer distance education courses to minimalize face-to-face meeting with advancing technology, particularly through mobile device. However, some Institution of secondary high school do not offer distance learning find several problems when implement it, such as the device readiness and internet capability. The current research aims to explore the readiness of teachers and students in secondary high school toward the mobile devices usage  as m-learning implementation during the pandemic. A survey was distributed to secondary high school’s teachers and students in Malang, Indonesia. Total of respondents was 32 teachers and 206 students.

The teaching-learning process in Indonesia was mostly done online due to the Covid-19 pandemic. This sudden shift caused challenges for EFL teachers. Aside from providing linguistic lessons, EFL teachers also struggled in providing literature lessons, as it had distinct ways of teaching from linguistics. However, only a few studies researched the teachers’ challenges in teaching literature online and the ways they solved them. Therefore, this study aims to explore the teachers’ challenges in teaching literature in an online environment and their strategies to deal with them. This study used a narrative inquiry method and the data were gathered with a semi-structured interview from senior high school teachers.

The COVID-19 pandemic, coupled with the domestic socio-political unrest of 2020, provides a critical opportunity to reframe how we engage with youth around health and disease risk. The Bigger Picture (TBP), a spoken word, arts-based public health literacy campaign, uses a social justice and racial equity frame to activate youth around social determinants of health, including salient topics such as type 2 diabetes, COVID-19, climate change, and police violence. This quasi-experimental study determined the impact of providing an online adaptation of TBP during the COVID-19 pandemic to urban, low-income, diverse high school students (3 intervention schools assigned to receive TBP-based spoken word program; 3 comparison schools received a non-health focused spoken word program). It used outcomes derived from the Culture of Health framework, including: (1) health-related mind-sets and expectations; (2) sense of belonging; and (3) civic engagement. Students completed pre/post surveys; a subset of adults and youth from all 6 schools completed semi-structured interviews.

The world experienced the COVID-19 Pandemic, which severely affected the quality of Education, especially in the Philippines. The option was to change the face-to-face approach to a modular approach. This study aimed to determine the effectiveness of the modular learning approach to students’ academic performance. The study was conducted in Sta. Cruz District in the province of Zambales, Philippines. A Descriptive Research Design was employed. A total of one hundred fifty-four (154) teacher-respondents were randomly selected. There was a significant difference in the perception towards dimensions on the level of effectiveness in the implementation of modular learning approach as to Technical Support, Subject Content, Construction, Delivery and Retrieval Mechanism, Assessment of Student Achievement, Adherence to IATF Health Observance Protocols, and School and Local Government Unit Support. This modality's modular learning approach has improved and increased students’ academic performance. The students were rated “Satisfactory” in their academic performance. On the other hand, there is a negligible relationship between academic performance and the level of effectiveness in implementing the modular learning approach.

The emergence of the corona virus outbreak to various parts of the world requires learning in Indonesia to be carried out online. The new learning system has obstacles in its implementation. This study aims to determine the level of student satisfaction with integrated science learning online. The type of research used in this research is descriptive quantitative and qualitative conducted by survey method by providing scale and interviews. The data collection technique was done by purposive sampling method. The subjects in this study were students of class VIII and IX SMP NU Suruh with the slovin formula obtained a sample of 48 students. Test the validity of the instrument using the content validity test by the supervisor.

The coronavirus disease case, commonly known as Covid-19, has spread internationally since March 2020. Approximately 100 countries, including Vietnam, closed their schools due to a public health emergency, according to UNESCO. Due to the circumstance, teachers were forced to convert from in-person instruction to online instruction. In the context of Covid-19, this study investigated how EFL high school instructors felt about online English language education. A descriptive design and a mixed-methods approach were utilized in this investigation. Six EFL high school teachers in the Mekong Delta were interviewed for this study to get their perspectives.

Students were confined to their homes due to the national closure of educational institutions during the COVID 19 pandemic, thus presenting an unprecedented risk to children’s education, protection, and wellbeing. This study aimed to understand the determinants of subjective wellbeing of adolescents and youth (aged 11–21 years) during the COVID-19 pandemic in India.  A cross-sectional web-based survey was adapted, pre-tested, and finalized to obtain the participant’s responses from schools and colleges. Participants aged 11–17 years were engaged through schools. Consent procedures were followed. The survey link was disseminated through social media for the participants aged 18–21 years. The survey was made available in English and Hindi. The data was collected from March-June, 2021.

At the start of the COVID-19 pandemic, the majority of secondary instruction in the United States transitioned to an online environment. In many parts of the country, online schooling continued for upwards of two years. Many experts have hypothesized an “academic slide”—a reduction in student learning—following this period of online instruction. This study investigated the change in student preparation for introductory college physics in incoming Stanford University students between the fall term of 2019 to the fall term of 2021. We did this by looking at the performance on a validated physics diagnostic exam that all Stanford students intending to take a physics course took before enrolling in an introductory physics course. We found no statistically or educationally significant change in scores. Despite many anecdotal faculty reports, at least for this population, the level of student preparation in physics and related math appears to be unchanged.

The COVID-19 pandemic has profoundly changed educational and qualification experiences among young people. When the pandemic spread in 2020, schools worldwide were required to switch to remote learning. Through a qualitative multi-method, partly mobile, in-situ research approach, we accompanied pupils in the final year of their secondary education as they prepared for and finalized their school-leaving exams to investigate the following questions: What did pupils’ socio-material-technological learning spaces look like during this period? How did they adapt their digital media practices to cope with learning remotely? How did their situatedness in these learning spaces influence their learning experiences? Building on existing research in the field of digital and children’s geographies as well as learning spaces, through a combined content and narrative analysis, this article situates pupils’ learning spaces and experiences of graduating during the pandemic in the context of family relations, socio-material home spaces, polymediated learning environments and the accessibility of outdoor spaces.

The research aimed at describing how students studied during the Covid-19 pandemic, the process of shifting from a face-to-face learning to online learning. In order to achieve these aims, the researcher designed three main objectives: to find out students’ readiness in English online learning, students’ motivation in English online learning and student’ attitude towards English online learning. The researcher applied the quantitative method. The samples were chosen randomly from 65 students within 7 different high schools in North Makale. The data analyzed was in quantitative research involved summarizing data dependably and accurately.

This causal-comparative study explored the effects of risk factors—family status, parental marital status, family income, and parent education level—on Belizean adolescents’ academic behaviors and grit (passion and perseverance in goal achievement) following prolonged absence during the COVID-19 pandemic. Data were collected online using a demographic survey, the Grit-S Scale (Duckworth & Quinn, 2009), coupled with eight additional items to measure academic behaviors (attendance, preparedness, attention, note-taking, participation, organization, use of out-of-school time, and homework completion and submission) for success (Farrington et al., 2012) from secondary and tertiary students in Belize.

School burnout is affecting more and more adolescents. In order to develop appropriate preventative measures, the problem more than ever requires a detailed understanding of the mechanisms operating on students’ capacity to adapt to circumstances rendered particularly difficult by the SARS-CoV-2 pandemic (COVID-19). In the absence of an explanatory framework in the field of school health, the JD-R model of work-related stress constitutes an original prism for reading the quality of pupils’ adaptation to their school environment. The aim of this research is on the one hand to observe the predictive links between the different variables operationalized in the school JD-R model and on the other, to test the adequacy of this model against the data in schools acutely affected by the COVID situation. A total of 470 middle school, high school and 1st year BTS students agreed to participate in the longitudinal study. They were administered six scales spread over three measurement periods.

Emergency transition to online due to the coronavirus disease 2019 (Covid-19) pandemic has created unprecedented challenges in schooling. There is a dearth of information on the perception of Arab high school students and parents regarding the negative effects of online learning during Covid-19. Qualitative analysis of data from a multisite ethnographic-centered study collected in nine Arab countries. Data presented are only the ones recorded from students and parents. Raw data were abstracted using a mind-mapping software and coded using words. The perceived negative effects of students and parents on several aspects of the transition to online learning such as the needed technical adjustments, impact on parents, perceptions of learning online versus face to face, pedagogical drawbacks, and psychological effects are described and discussed in light of results of previous studies. In spite of cultural differences, Arab high school students and parents face the same challenges and difficulties reported in other parts of the world. The overarching theme that emerges both for parents and children is the perceived superiority of face-to-face learning in the structured environment of the school for a more holistic learning and socialization experience of students and for better long-term outcomes.

The unprecedented arrival of the COVID-19 pandemic made the schools in the country adopt online mediums and platforms, so that learning may continue without causing potential harm to every student's health. Due to the non-availability of data on online distance learning readiness of senior high school students in Public Senior High School X, together with the dearth of literature that could guide school administrators and stakeholders in the school in crafting empirically established programs, projects, and innovation, the study was conducted. The study employed a descriptive-comparative and -correlational approach. It was participated by 346 senior high school students determined through multi-stage sampling. Their level of online distance learning readiness was assessed using a standardized instrument. Data were analyzed using mean, standard deviation, Mann-Whitney U test, and Spearman rho rank correlation.