Pub Date : 2023-11-01DOI: 10.52634/mier/2023/v13/i2/2519
Jahfet Nabayra
This phenomenography describes and analyses the experiences of geographically challenged students in learning mathematics during the pandemic. The sample includes six geographically challenged first-year Bachelor of Secondary Education University students in a public State University in the Philippines. Data is collected using a semi-structured interview guide. Data was analysed using phenomenographic data analysis. Results show that the experiences of these geographically challenged students fall within three qualitatively different categories of description. These are new modalities and new mathematics learning experiences, mathematics difficulty vis-a-vis teaching styles and struggling, coping, and persisting. Challenges like personal, financial, technological, instructional, socio-economic, and geographic location persist as they pursue education in the new normal. These students attribute course difficulty in mathematics to pedagogical aspects, teaching approaches of instructors, personally challenging situations, and the inability to blend with the trend. Hence, school administrators may strengthen the quality of mathematics instruction in the university by considering the voices of the marginalised and not just offering a one-size-fits-all policy to make the mathematics curriculum flexible, inclusive, and equitable. This will address the demands and needs of the learners, especially the geographically challenged ones.
{"title":"Mathematics Education Amidst the Pandemic: The Experiences of Freshmen University Students Challenged at the Margin","authors":"Jahfet Nabayra","doi":"10.52634/mier/2023/v13/i2/2519","DOIUrl":"https://doi.org/10.52634/mier/2023/v13/i2/2519","url":null,"abstract":"This phenomenography describes and analyses the experiences of geographically challenged students in learning mathematics during the pandemic. The sample includes six geographically challenged first-year Bachelor of Secondary Education University students in a public State University in the Philippines. Data is collected using a semi-structured interview guide. Data was analysed using phenomenographic data analysis. Results show that the experiences of these geographically challenged students fall within three qualitatively different categories of description. These are new modalities and new mathematics learning experiences, mathematics difficulty vis-a-vis teaching styles and struggling, coping, and persisting. Challenges like personal, financial, technological, instructional, socio-economic, and geographic location persist as they pursue education in the new normal. These students attribute course difficulty in mathematics to pedagogical aspects, teaching approaches of instructors, personally challenging situations, and the inability to blend with the trend. Hence, school administrators may strengthen the quality of mathematics instruction in the university by considering the voices of the marginalised and not just offering a one-size-fits-all policy to make the mathematics curriculum flexible, inclusive, and equitable. This will address the demands and needs of the learners, especially the geographically challenged ones.","PeriodicalId":52024,"journal":{"name":"MIER-Journal of Educational Studies Trends and Practices","volume":"45 2","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135456076","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Higher education institutions have a significant role in fostering ethical behaviour in students. Ethics in higher education encompasses a wide range of areas, including academic integrity, research ethics, ethical leadership, social responsibility, inclusivity, and sustainable education. The study of research on ethics in higher education shows that considerable work has been done on theory, models, analysis, processes, compliance, etc., in this domain. A look at literature over the past four decades maps how the literature has progressed over the years. In the current study, the researchers have used bibliometric analysis to trace the four-decade journey of research done in ethics in higher education. This research analysed 346 papers published in Scopus-indexed peer-reviewed journals between 1981 to 2023. The bibliometric analysis helped to yield interesting insights into understanding the most referenced articles, journals, countries, institutions, and authors in the ethics and higher education literature. The study also aims at understanding the new research themes in ethics and higher education. Drawing on the result of cluster analysis, the keywords help in defining four broad research themes.
{"title":"Tracing the Four-Decade Journey of Research in Ethics and Higher Education- A Bibliometric Analysis","authors":"Adya Sharma, Nehajoan Panackal, Sonica Rautela, Sabiha Fazalbhoy","doi":"10.52634/mier/2023/v13/i2/2513","DOIUrl":"https://doi.org/10.52634/mier/2023/v13/i2/2513","url":null,"abstract":"Higher education institutions have a significant role in fostering ethical behaviour in students. Ethics in higher education encompasses a wide range of areas, including academic integrity, research ethics, ethical leadership, social responsibility, inclusivity, and sustainable education. The study of research on ethics in higher education shows that considerable work has been done on theory, models, analysis, processes, compliance, etc., in this domain. A look at literature over the past four decades maps how the literature has progressed over the years. In the current study, the researchers have used bibliometric analysis to trace the four-decade journey of research done in ethics in higher education. This research analysed 346 papers published in Scopus-indexed peer-reviewed journals between 1981 to 2023. The bibliometric analysis helped to yield interesting insights into understanding the most referenced articles, journals, countries, institutions, and authors in the ethics and higher education literature. The study also aims at understanding the new research themes in ethics and higher education. Drawing on the result of cluster analysis, the keywords help in defining four broad research themes.","PeriodicalId":52024,"journal":{"name":"MIER-Journal of Educational Studies Trends and Practices","volume":"10 2","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135456526","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-01DOI: 10.52634/mier/2023/v13/i2/2434
Cengiz Tuysuz, Mehmet Gurbuz, Ahmet Goncu, Ilker Ugulu
This study intends to determine the attitudes of prospective teachers towards the education of gifted/talented students. The study utilises the survey model and a quantitative research design. Mean and standard deviation values were calculated to determine the attitude levels of the prospective teachers toward gifted education. In addition, an Independent Sample t-test and One-way ANOVA were used to determine whether prospective teachers’ attitudes differ according to independent variables. Considering the averages of the total scores obtained from the scale (XFemale=111.71 and XMale=144), the data shows that the prospective teachers’ attitudes towards the education of gifted students were positive. Results also show that gender is not a variable that affects the attitudes of gifted individuals towards their education. Results of the one-way ANOVA reveal that there is a statistically significant difference between the total score obtained from the scale and the sub-dimensions of the ’Supporting and Needs of Gifted Students’, ’Opposition to Special Services for Gifted Students’ and ’Grade Skipping’ of the scale.
{"title":"Prospective Teachers’ Attitudes towards the Education of Gifted/Talented Students","authors":"Cengiz Tuysuz, Mehmet Gurbuz, Ahmet Goncu, Ilker Ugulu","doi":"10.52634/mier/2023/v13/i2/2434","DOIUrl":"https://doi.org/10.52634/mier/2023/v13/i2/2434","url":null,"abstract":"This study intends to determine the attitudes of prospective teachers towards the education of gifted/talented students. The study utilises the survey model and a quantitative research design. Mean and standard deviation values were calculated to determine the attitude levels of the prospective teachers toward gifted education. In addition, an Independent Sample t-test and One-way ANOVA were used to determine whether prospective teachers’ attitudes differ according to independent variables. Considering the averages of the total scores obtained from the scale (XFemale=111.71 and XMale=144), the data shows that the prospective teachers’ attitudes towards the education of gifted students were positive. Results also show that gender is not a variable that affects the attitudes of gifted individuals towards their education. Results of the one-way ANOVA reveal that there is a statistically significant difference between the total score obtained from the scale and the sub-dimensions of the ’Supporting and Needs of Gifted Students’, ’Opposition to Special Services for Gifted Students’ and ’Grade Skipping’ of the scale.","PeriodicalId":52024,"journal":{"name":"MIER-Journal of Educational Studies Trends and Practices","volume":"9 6","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135456528","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-01DOI: 10.52634/mier/2023/v13/i2/2446
Mensure Alkis Kücükaydin
This study examines the relationships between pre-service teachers’ career adaptability with optimism and their classroom management anxieties. The variables of choosing the teaching profession willingly and thinking that teaching is the right choice are part of the study with gender and department. A personal information form and two different data collection tools were administered to 367 pre-service teachers. The data was analysed using Hierarchical regression analysis. The results show that career adaptability and optimism significantly predicted the two sub-dimensions of classroom management anxiety. In addition, the results reveal that willingly choosing the teaching profession was effective on anxiety.
{"title":"Investigation of the Relationships Between Pre-Service Teachers’ Classroom Management Anxiety with Their Career Adaptation and Optimism","authors":"Mensure Alkis Kücükaydin","doi":"10.52634/mier/2023/v13/i2/2446","DOIUrl":"https://doi.org/10.52634/mier/2023/v13/i2/2446","url":null,"abstract":"This study examines the relationships between pre-service teachers’ career adaptability with optimism and their classroom management anxieties. The variables of choosing the teaching profession willingly and thinking that teaching is the right choice are part of the study with gender and department. A personal information form and two different data collection tools were administered to 367 pre-service teachers. The data was analysed using Hierarchical regression analysis. The results show that career adaptability and optimism significantly predicted the two sub-dimensions of classroom management anxiety. In addition, the results reveal that willingly choosing the teaching profession was effective on anxiety.","PeriodicalId":52024,"journal":{"name":"MIER-Journal of Educational Studies Trends and Practices","volume":"9 1-2","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135456531","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-01DOI: 10.52634/mier/2023/v13/i2/2456
Fatma Kübra Uyar, Orhan Karamustafaoglu
This study aims to analyse the thought processes of science teachers who are master students in scientific education using a thought experiment on gravity based on falling objects. The phenomenological study approach, one of the qualitative research methodologies, was used to achieve this aim. Purposive sampling was used to investigate eight science teachers continuing their master’s degrees. Data was collected through interviews and a thought experiment on gravity based on falling objects. The teachers participated in Face-to-face problem-solving sessions, thinking aloud and backward questioning sessions. Results reveal that the teachers mostly showed secondary effects as establishing a new amount of relationship, carrying out thought experiments to predict, and preferring scientific concepts and hypothetical simulations as sources of thinking. Likewise, spatial reasoning-symmetry-compound simulation and experience were equally and less frequently preferred. Results also show that science teachers had strong self-efficacy judgments, a mastery of the curriculum, an unpleasant attitude when dealing with difficulties, and hypothetical thinking skills.
{"title":"A Thought Experiment On Gravity Based On Falling Objects: Investigation Of Science Teachers’ Thinking Process","authors":"Fatma Kübra Uyar, Orhan Karamustafaoglu","doi":"10.52634/mier/2023/v13/i2/2456","DOIUrl":"https://doi.org/10.52634/mier/2023/v13/i2/2456","url":null,"abstract":"This study aims to analyse the thought processes of science teachers who are master students in scientific education using a thought experiment on gravity based on falling objects. The phenomenological study approach, one of the qualitative research methodologies, was used to achieve this aim. Purposive sampling was used to investigate eight science teachers continuing their master’s degrees. Data was collected through interviews and a thought experiment on gravity based on falling objects. The teachers participated in Face-to-face problem-solving sessions, thinking aloud and backward questioning sessions. Results reveal that the teachers mostly showed secondary effects as establishing a new amount of relationship, carrying out thought experiments to predict, and preferring scientific concepts and hypothetical simulations as sources of thinking. Likewise, spatial reasoning-symmetry-compound simulation and experience were equally and less frequently preferred. Results also show that science teachers had strong self-efficacy judgments, a mastery of the curriculum, an unpleasant attitude when dealing with difficulties, and hypothetical thinking skills.","PeriodicalId":52024,"journal":{"name":"MIER-Journal of Educational Studies Trends and Practices","volume":"8 3-4","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135456532","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-01DOI: 10.52634/mier/2023/v13/i2/2393
Madhuri M., Janvi K.
The Coronavirus (2019) explosion has put every economic region at risk. Educators are not an exception. The terrible result of lockdown in every area of the world, including India, has led to the protracted closure of schools and institutions, leaving education in shambles. The process of teaching and learning became online. The current research study identifies the multiple factors affecting online education and analyses the issues school educators face while teaching. A structured questionnaire was administered to 118 school teachers serving on boards and government schools across the Bengaluru North area, Karnataka. Results of the study indicate that teachers are using various appropriate methods in delivering online teaching. The study helps educational institutions and policymakers understand multiple problems with the teaching community in teaching virtually, thereby finding feasible options to make the inevitable online teaching system more effective.
{"title":"A Study On the New Paradigm Shift to Online Education in Schools During Covid-19: Challenges of Educators","authors":"Madhuri M., Janvi K.","doi":"10.52634/mier/2023/v13/i2/2393","DOIUrl":"https://doi.org/10.52634/mier/2023/v13/i2/2393","url":null,"abstract":"The Coronavirus (2019) explosion has put every economic region at risk. Educators are not an exception. The terrible result of lockdown in every area of the world, including India, has led to the protracted closure of schools and institutions, leaving education in shambles. The process of teaching and learning became online. The current research study identifies the multiple factors affecting online education and analyses the issues school educators face while teaching. A structured questionnaire was administered to 118 school teachers serving on boards and government schools across the Bengaluru North area, Karnataka. Results of the study indicate that teachers are using various appropriate methods in delivering online teaching. The study helps educational institutions and policymakers understand multiple problems with the teaching community in teaching virtually, thereby finding feasible options to make the inevitable online teaching system more effective.","PeriodicalId":52024,"journal":{"name":"MIER-Journal of Educational Studies Trends and Practices","volume":"45 6","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135456074","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-01DOI: 10.52634/mier/2023/v13/i2/2521
Raja Shekhar Bellamkonda, Mary Sunanda G., Sourya Rongala
Education is of paramount importance for the development of people and society. The role of the teacher is crucial for good education. Well-designed teaching methods can help impart knowledge to students. On the other hand, students’ willingness and attention to the class are equally crucial for good classroom management. Lack of engagement from students can hamper their learning process. It is challenging for students and teachers to create an engaging classroom environment, but it is much needed to create and sustain an effective learning process. The present study attempts to synthesise prior research on transformational teaching and student engagement in the past decade. Research papers from top-tier journals were selected and filtered to achieve this objective. Post-filtration and selection, 192 articles were reviewed and summarised to arrive at the current research standpoint. This study examined the aspects studied considerably, further identified specific gaps, and indicated future research avenues for future researchers.
{"title":"Review and Synthesis of a Decade of Research on Transformational Teaching and Student Engagement","authors":"Raja Shekhar Bellamkonda, Mary Sunanda G., Sourya Rongala","doi":"10.52634/mier/2023/v13/i2/2521","DOIUrl":"https://doi.org/10.52634/mier/2023/v13/i2/2521","url":null,"abstract":"Education is of paramount importance for the development of people and society. The role of the teacher is crucial for good education. Well-designed teaching methods can help impart knowledge to students. On the other hand, students’ willingness and attention to the class are equally crucial for good classroom management. Lack of engagement from students can hamper their learning process. It is challenging for students and teachers to create an engaging classroom environment, but it is much needed to create and sustain an effective learning process. The present study attempts to synthesise prior research on transformational teaching and student engagement in the past decade. Research papers from top-tier journals were selected and filtered to achieve this objective. Post-filtration and selection, 192 articles were reviewed and summarised to arrive at the current research standpoint. This study examined the aspects studied considerably, further identified specific gaps, and indicated future research avenues for future researchers.","PeriodicalId":52024,"journal":{"name":"MIER-Journal of Educational Studies Trends and Practices","volume":"49 2","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135456172","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-01DOI: 10.52634/mier/2023/v13/i2/2444
Ayesha Bibi, Jayanti Pujari
The students with specific learning disabilities receiving tailored instructions became non-readers and developed frustration during the closure due to COVID-19. The present research aims to investigate the reasons and provide intervention solutions to improve their word recognition and reading fluency. Seven students from grade three participated in the study. The participants were assessed by presenting grade-level stories from their textbooks. The time taken by them to read the story was recorded. The errors made by them were recognised, graded, and analysed. Analysis reveals that while teaching reading, the practice of sight-words and high-frequency word recognition is a major concern. The researchers prepared an intervention program using Dolch sight-words, with a list of high-frequency words with multiple rounds of instruction and practice for a period of four weeks. The results reveal that the intervention program improved word recognition ability and fluency skill. The number of errors made by students decreased, and the time required to complete the story improved. Results indicate that training in sight-words enabled students to generalise the relationship between sounds and letters and apply it to the new word while reading.
{"title":"Teaching Sight-Words to Enhance Word Recognition and Reading Fluency of Students with Specific Learning Disabilities at the Primary Level","authors":"Ayesha Bibi, Jayanti Pujari","doi":"10.52634/mier/2023/v13/i2/2444","DOIUrl":"https://doi.org/10.52634/mier/2023/v13/i2/2444","url":null,"abstract":"The students with specific learning disabilities receiving tailored instructions became non-readers and developed frustration during the closure due to COVID-19. The present research aims to investigate the reasons and provide intervention solutions to improve their word recognition and reading fluency. Seven students from grade three participated in the study. The participants were assessed by presenting grade-level stories from their textbooks. The time taken by them to read the story was recorded. The errors made by them were recognised, graded, and analysed. Analysis reveals that while teaching reading, the practice of sight-words and high-frequency word recognition is a major concern. The researchers prepared an intervention program using Dolch sight-words, with a list of high-frequency words with multiple rounds of instruction and practice for a period of four weeks. The results reveal that the intervention program improved word recognition ability and fluency skill. The number of errors made by students decreased, and the time required to complete the story improved. Results indicate that training in sight-words enabled students to generalise the relationship between sounds and letters and apply it to the new word while reading.","PeriodicalId":52024,"journal":{"name":"MIER-Journal of Educational Studies Trends and Practices","volume":"46 2","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135456072","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-01DOI: 10.52634/mier/2023/v13/i2/2425
R. Vinodh Kumar, P. Menaga Sri
The present study intends to determine the perceived level of Information and Communication Technology (ICT) competencies of female student teachers enrolled in a Bachelor of Education (B.Ed.) teacher education programme at six private colleges of education in the Salem district of Tamil Nadu State, India. A convenient sample of 301 female student teachers participated in this study. The researchers used the “Information and Communication Technology Competency Scale (ICTCS)” developed based on existing literature to collect data from female student teachers. The data were collected using a Google form and analysed using descriptive and inferential statistics. The results indicate that female student teachers had competency in most ICT parameters. The study identified several significant factors that influenced the ICT competencies of female student teachers, including locality of residence, education level, possession of a personal computer or laptop, completion of a computer training course, and the number of years of computer usage. However, the major subject of female student teachers did not affect their level of ICT competencies. Policymakers and teacher educators can use these findings to design targeted interventions to enhance the ICT competencies among student teachers in teacher education programmes.
{"title":"Perceived ICT Competencies of Female Student Teachers In Relation to Selected Variables","authors":"R. Vinodh Kumar, P. Menaga Sri","doi":"10.52634/mier/2023/v13/i2/2425","DOIUrl":"https://doi.org/10.52634/mier/2023/v13/i2/2425","url":null,"abstract":"The present study intends to determine the perceived level of Information and Communication Technology (ICT) competencies of female student teachers enrolled in a Bachelor of Education (B.Ed.) teacher education programme at six private colleges of education in the Salem district of Tamil Nadu State, India. A convenient sample of 301 female student teachers participated in this study. The researchers used the “Information and Communication Technology Competency Scale (ICTCS)” developed based on existing literature to collect data from female student teachers. The data were collected using a Google form and analysed using descriptive and inferential statistics. The results indicate that female student teachers had competency in most ICT parameters. The study identified several significant factors that influenced the ICT competencies of female student teachers, including locality of residence, education level, possession of a personal computer or laptop, completion of a computer training course, and the number of years of computer usage. However, the major subject of female student teachers did not affect their level of ICT competencies. Policymakers and teacher educators can use these findings to design targeted interventions to enhance the ICT competencies among student teachers in teacher education programmes.","PeriodicalId":52024,"journal":{"name":"MIER-Journal of Educational Studies Trends and Practices","volume":"47 3","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135456068","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-01DOI: 10.52634/mier/2023/v13/i2/2412
Suresh Chinna, Mahammad Ali Sunkesula
COVID-19 has blocked the world since March 2020, which has increased tension and anxiety among learners. The World Health Organization warned that the pandemic, social isolation, and disinformation could raise stress and anxiety. The present study aims to study the psychological stress of COVID-19 on young learners with respect to gender, locality, type of family, profession and year of study. 430 respondents from different parts of Tamil Nadu responded to a questionnaire based on five dimensions (Mental Stress, Health Stress, Academic Stress, Financial Stress and Social Stress). The results reveal that there is no statistically significant variation in the psychological stress of COVID-19 by gender, locality, type of family and profession among young learners. Female responders have endured tension, assault, and abuse due to the lockdown. Rural respondents felt more alone than their urban peers; young learners experienced the same level of psychological stress regardless of their family types. For future Covid-like scenarios, ideas like mental health, yoga and meditation, dance and music and concepts like ’Vasudhaiva Kutumbaam’, and ’Sarve Janah Sukhino Bhavantu’ must be incorporated into school education with the line of NEP 2020.
{"title":"Psychological Stress of Covid-19 on Young Learners of Professional Courses","authors":"Suresh Chinna, Mahammad Ali Sunkesula","doi":"10.52634/mier/2023/v13/i2/2412","DOIUrl":"https://doi.org/10.52634/mier/2023/v13/i2/2412","url":null,"abstract":"COVID-19 has blocked the world since March 2020, which has increased tension and anxiety among learners. The World Health Organization warned that the pandemic, social isolation, and disinformation could raise stress and anxiety. The present study aims to study the psychological stress of COVID-19 on young learners with respect to gender, locality, type of family, profession and year of study. 430 respondents from different parts of Tamil Nadu responded to a questionnaire based on five dimensions (Mental Stress, Health Stress, Academic Stress, Financial Stress and Social Stress). The results reveal that there is no statistically significant variation in the psychological stress of COVID-19 by gender, locality, type of family and profession among young learners. Female responders have endured tension, assault, and abuse due to the lockdown. Rural respondents felt more alone than their urban peers; young learners experienced the same level of psychological stress regardless of their family types. For future Covid-like scenarios, ideas like mental health, yoga and meditation, dance and music and concepts like ’Vasudhaiva Kutumbaam’, and ’Sarve Janah Sukhino Bhavantu’ must be incorporated into school education with the line of NEP 2020.","PeriodicalId":52024,"journal":{"name":"MIER-Journal of Educational Studies Trends and Practices","volume":"8 2","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135456533","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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