Children and COVID-19 Research Library

This study contributes to description of teaching changes resulting from COVID-19 epidemic. It focuses on online teaching of practical exercises in science subjects from pupils’ and teachers’ perspectives. Views on the distance learning of practical exercises were obtained from Czech lower-secondary school pupils (n=543) and science teachers (n=24). Most teachers conducted science practicum classes using a combination of synchronous and asynchronous methods and rated support from school management as rather adequate. Teachers assigned fewer hands-on activities, specifically experiments, observations, and activities resulting in a product, in distance teaching than in face-to-face lessons, although they rated them as the most useful. Pupils found experimentation and observation to be the most interesting and useful, followed by activities that result in a product (e.g., herbarium). Pupils generally preferred the present form of practical activities.

The COVID-19 pandemic has become a major problem for education systems. This study was conducted to investigate the effect of educational intervention based on the self-efficacy theory of high-school students in adopting preventive behaviors of COVID-19. This quasi-experimental study was performed on Hazrat Zahra and Shahed high-school students in Jahrom (southern Iran) in 2021. In total, 160 students (80 each in the intervention group and the control group) were selected by multistage random sampling. Data collection tools included a demographic information questionnaire and self-efficacy in adopting preventive behaviors from COVID-19 researcher-made questionnaire. Questionnaires were completed by all participants before and 3 months after the educational intervention. The educational intervention was performed for 6 weeks by using an educational program based on Bandura self-efficacy theory. The intervention was performed during 12 sessions of face-to-face training in the classroom (two 1-h sessions per week), distributing educational packages and sending educational videos through cyberspace. Data were analyzed using Chi-square test, independent t test, paired t test, and linear regression.

This  paper  reports  a  case  study  carried  out  in  a  lower  secondary  school  in  the eastern district of Bhutan on implementing the “Education in Emergency” programduring  the  closure  of  schools  in  2020  due  to  the  novel  COVID-19  pandemic.  It investigated  teachers’  experiences  of  how  effectively  they  implemented  the “Education in Emergency” (EiE) Programme initiated by the Ministry of Education, Bhutan  through  various  online  tools.  This  study  employed  a  sequential  multi-method paradigm starting with the survey of all teachers (n=35), preceded by in-depth semi-structured interviews, observations,and detailed field notes of teachers (n=6)  who  were  purposefully  selected  based  on  the  survey findings. The  study focused on understanding the teachers’ awareness of the change  of  curriculum, students’  level  of  preparedness  for  online  learning,  support  from  various stakeholders; school, parents,and Dzongkhag Education Sector, and perceptions of  teachers  on  the  special program“Reaching the Unreached” initiatedby  the school solely aimed at benefiting the students who were unable to access from thee-learning platforms.

Following lockdowns in 2020 owing to Covid-19, schools needed to find a way to ensure the education of their pupils. In order to do this, they engaged in digital learning, to varying extents. Innovations emanated from all school staff including, for example, teachers, leaders and teaching assistants. Some were already innovating in this area and brought forward and implemented digital strategies, while others engaged with digital learning for the first time. While research is emerging about the effects of the pandemic restrictions on pupils and staff in relation to key issues such as mental health and educational attainment, very little is known about the impact on school leaders' strategic planning processes. To address this gap, this paper draws on a UK Research and Innovation funded study adopting a strategy as learning approach to report on 50 qualitative interviews with school leaders to examine digital strategy in English secondary schools, before, during and after July 2021, when restrictions were lifted in England. It draws on strategy as learning literature to evaluate if schools have changed their strategic planning for digital learning, as a direct response to having learned and innovated during the pandemic.

One of the tasks of physical education in the different grades of the Bulgarian school is the purposeful development of motor skills and achieving an optimal level of physical activity for every age group. The COVID-19 pandemic forced a change in the way students are taught and the conduct of their physical education classes. In this regard, the aim of this research is to reveal the impact of one year of training in an online environment on the physical fitness of high school students. To achieve this goal, this research was conducted twice (at the beginning and end of the 2021/2022 school year) and tested 39 students (boys) from the “Peter Beron” high school for foreign language teaching - the city of Montana. It conducted the research through the national system for evaluating the physical fitness of students, which includes the tests of running 30 meters, long jump from a place with both feet, throwing a solid ball, running 200 meters shuttle run, and T-test. It applied a variation and comparative analysis to the data from the two tests.

Worldwide school closures and remote learning have been implemented during the COVID-19 pandemic. These measures’ impact on young populations’ academic achievements is unclear. This study (N = 1,736, ages 14–20 years, 53% female, and Chinese) analyzed academic examination scores for students at a high school in Eastern China between January and July 2020. Results showed that overall, students’ academic achievements appeared to be negatively affected amid a school closure. More importantly, students’ self-control was introduced as a moderating factor that partially accounted for this difference in the context of remote learning at home. These findings extended our understanding of school closures’ unequal impact on young populations.

The objective of the study is to determine the prevalence of common mental disorders among high school students and their online education satisfaction levels in Pakistan. It was an observational, cross sectional study. The study took place among students registered across various high schools at different cities in Pakistan. The duration of the study was about six months from January 2021 to June 2021. A cross sectional study was conducted across different high schools in Pakistan. For a total of 275 selected study participants, structured and validated questionnaires were used to determine the common mental disorders such as anxiety, depression, and Psychosis.

Learning media applications are learning concepts that are carried out through electronic media networks in the form of mobile and non-mobile applications. The development of very advanced technology in the modern era and globalization allows various activities to be carried out quickly and efficiently. Technological developments have had a lot of influence on our way of life, one of which is in the field of education by using online or online learning media applications in learning activities in schools, colleges, courses and even online communities have started using concepts like this. The purpose of this study was to find out how the role of learning media applications in geography subjects in education was during the covid-19 pandemic. As we all know, the losses due to the COVID-19 virus have had a huge impact on all sectors, including the education sector. To achieve this goal, this research will use a qualitative research approach. This research is a type of qualitative descriptive research. Analysis of the data used in processing questionnaire data through google form by describing the results of the questionnaires distributed online.

Computer vision syndrome (CVS) can be described as ocular-related symptoms that result from prolonged exposure and use of computers, smartphones, tablets, and other devices with digital displays. The main objective of this study was to investigate the prevalence of CVS among school-age children, the associated signs, risk factors, and the association between the disease before and during the COVID-19 pandemic in the Jazan region of Saudi Arabia. The study employed a descriptive cross-sectional research design. The targeted population was school-going children aged 6 to 18 in the Jazan region in the Southwest of Saudi Arabia. A sample of 440 participants was selected to represent the population under study. Data were collected using self-administered questionnaires. Sociodemographic characteristics were recorded, such as age, gender, education level, parents’ education, occupation, frequency, and intensity of eye symptoms if present. Results: Most of the participants were adolescents between 16 and 18 and at a high-school education level.

As the COVID-19 pandemic continues to ravage the world, the most pretentious sector besides the economy is the education system. Ethiopia is not equipped with the infrastructure and facilities to provide online classes for students at all levels. Hence, all institutions were re-opened with mandatory infection prevention and control (IPC) protocols such as the use of face masks, physical distancing, shifts in classes, and routine hand washing practices with soap and water to restrict the spread of the virus. Nevertheless, there has been no monitoring and follow- up and there is no data on IPC compliance among school children in the country. The purpose of this study was to examine the COVID-19 preventive practices and their associated factors among high and preparatory school students in Dessie City, Ethiopia. A cross-sectional study was carried out by using a pre-tested face-to-face applied structured questionnaire and direct observations from March 8 to March 20, 2021, in five high and preparatory schools in Dessie City. The sample size was proportionally allocated in each school based on the students' total number registered in the first academic semester, then stratified by grade level, and proportionally allocated to each grade and section. Finally, a simple random sampling method was used to select study participants. Variables with p-values < 0.25 in the bivariate logistic regression analysis were entered into the multivariate logistic regression model.

The pandemic of Covid-19 brought significant changes to the education system  and  forcibly  accelerated  the  process  of  digitizing  teaching.  Students and educators  had  to  adapt  to  the  new  way  of  education,  facing  challenges  such as technical problems and a lack of technical skills and social contact. The purpose of the paper was to explore the attitudes of the university and high school educators and students towards the pandemic's impact on digitization in teaching. Data  were  collected  through  a  questionnaire  distributed  to university  and  high  school educators  and  students  in  Croatia,  Poland,  Serbia  and Germany in  the  field  of  accounting,  finance,  trade,  tourism,  and other areas of interest,  resulting  in 2,897 responses.  The  results  were  analyzed  using  descriptive statistics and non-parametric tests.

Taking novel and less killing identities, Covid-19 has created havoc in education systems worldwide and Algeria was no exception. The Algerian authorities and education policymakers consequently found themselves obliged to take measures necessary to adapt schooling and learning environments to this health crisis. Hence, this study aimed to unravel secondary school teachers’ perceptions of the adopted Covid-19 educational measures so as to 1) explore the changes they brought about into the learning environment and 2) investigate their effects on the learning process. To this end, exploratory research was conducted, opting for a mixed-method approach using document analysis and a questionnaire to which 140 teachers responded.

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.