THE AFTERMATH OF COVID-19 ON STUDENTS’ EDUCATION AND HEALTH IN INDIAN EDUCATIONAL INSTITUTIONS: A SURVEY
DOI:
https://doi.org/10.15503/jecs2021.2.361.374Keywords:
COVID-19, education, e-learning, health, inequality, pandemicAbstract
Aim. This paper aims to bring forth how the basic right of education got adversely affected due to the COVID-19 pandemic. The unplanned and immediate shift to online classes adversely affected the students’ physical and mental health as several issues that the students faced were related to the lack of adequate resources.
Methods. The data for this paper were collected through a self-prepared and structured questionnaire, using Google forms, which was then circulated among different stakeholders of the educational institutes. The statistical analysis of the collected data was done using Microsoft Excel.
Results and conclusion. According to the analysis of the survey, smartphones (75% of the total respondents) are relatively more accessible by students in comparison to computers or laptops (53%). And even if students had internet connectivity (57%), they faced issues of low data bandwidth (39%) leading to poor quality of online interaction in classes. Another important analysis suggested that 57% of students lacked a quiet room or space to attend the online classes in their homes. Finally, the negative impacts of online classes on the physical and mental health of students were also analysed.
Cognitive value. The findings and the analysis of this paper would thus help teachers and institutions to understand students’ views and experiences of the pandemic. This understanding would help teachers to plan their teaching plans accordingly bridging the digital divide which would help students learn and grow.
Downloads
References
Akat, M. & Karataş, K. (2020). Psychological effects of COVID-19 pandemic on society and its reflections on education. Turkish Studies, 15(4), 1–13.
Al-Rabiaah. A., Temsah, M. H., Al-Eyadhy, A. A., Hasan, G. M., Al-Zamil, F., Al-Subaie, S., Alsohime, F., Jamal, A., Alhaboob, A., Al-Saadi, B., & Somily, A. M. (2020). Middle East Respiratory Syndrome-Corona Virus (MERS-CoV) associated stress among medical students at a university teaching hospital in Saudi Arabia. Journal of Infection and Public Health, 13(5), 687–691.
Brummet, Q. (2014). The effect of school closings on student achievement. Journal of Public Economics, 119(November), 108–124.
Burgess, S. & Sievertsen, H. H. (2020). Schools, skills, and learning: The impact of COVID-19 on education. CEPR Policy Portal. Retrieved June 12, 2021, from https://voxeu.org/article/impact-covid-19-education.
Corlatean, T. (2020). Risks, discrimination and opportunities for education during the times of COVID-19 pandemic. Working papers 004tc. Research Association for Interdisciplinary Studies.
Haeck, C., & Lefebvre, P. (2020). Pandemic school closures may increase inequality in test scores. Canadian Public Policy, 46(S1), 82–87.
Jena, P. K. (2020). Impact of pandemic COVID-19 on education in India. International Journal of Current Research, 12(7), 12582–12586.
Kumari, K. (2020). “Number of schools in India: State/UT wise total number of Government, Government-aided and private schools.” Retrieved July 1, 2021, from https://www.staffnews.in/2020/09/number-of-schools-state-ut-wise-total-number.html.
Kuhfeld, M., Soland, J., Tarasawa, B., Johnson, A., Ruzek, E., & Liu, J. (2020). Projecting the potential impacts of COVID-19 school closures on academic achievement. EdWorkingPaper: 20- 226. Annenberg Institute at Brown University. https://doi.org/10.26300/cdrv-yw05.
Li, C., & Lalani, F. (2020). The COVID-19 pandemic has changed education forever. This is how. World Economic Forum. Retrieved April 29, 2020, from https://www.weforum.org/agenda/2020/04/coronavirus-education-global-covid19-onlinedigital-learning/.
Ministry of Human Resource Development. (2015). Annual Report on Higher Education in India- 2015-2016. Retrieved July 5, 2021, from https://www.education.gov.in/sites/upload_files/mhrd/files/document-reports/AR_2015-16%20ENGLISH.pdf.
National Sample Survey Office (NSSO). (2011). Level and pattern of consumer expenditure 2009-2010. NSS 66th Round (July 2009-June 2010). Ministry of Statistics and Programme Implementation. National Statistical Organization: Government of India, December 2011.
National Statistical Office (NSO). (2019). Key indicators of household social consumption on education in India. NSS 75th Round (July 2017-June 2018). Ministry of Statistics and Programme Implementation. National Statistical Office: Government of India, November 2019.
Our World in Data. (2021). “Coronavirus pandemic (COVID-19) – the data.” Statistics and Research. Retrieved July 1, 2021, from https://ourworldindata.org/coronavirus-data.
Onyema, E.M. (2019). Integration of emerging technologies in teaching and learning process in Nigeria: The challenges. Central Asian Journal of Mathematical Theory and Computer Sciences, 1(August), 35–39.
Onyema, E.M., Deborah, E.C., Alsayed, A.O., Noorulhasan, Q., & Sanober, S. (2019). Online discussion forum as a tool for interactive learning and communication. International Journal of Recent Technology and Engineering, 8(4), 4852–4859.
Onyema, E.M., Eucheria, N.C., Obafemi, F.A., Sen, S., Atonye, F.G., Sharma, A., & Alsayed, A.O. (2020). Impact of coronavirus pandemic on education. Journal of Education and Practice, 11(13), 108–121.
Ozer, M. (2020). Educational policy actions by the Ministry of National Education in the times of COVID-19 pandemic in Turkey. Kastamonu Educational Journal, 28(3), 1124–1129.
Study IQ education. (2021, June 4). Covid 19 impact on education and students learning - Current affairs for UPSC, State PSC, SSC, Bank. [Video]. YouTube. Retrieved July 6, 2021, from https://www.youtube.com/watch?v=WhNkyqNHX4c.
United Nations Development Programme (UNDP). (2020). COVID-19 and human development: Assessing the crisis, envisioning the recovery reports. Human Development Reports. Retrieved July 5, 2021, from http://hdr.undp.org/en/hdp-covid.
Van Lancker, W., & Parolin, Z. (2020). COVID-19, school closures, and child poverty: A social crisis in the making. The Lancet Public Health, 5(5), 243–244.
Zhao, Y. (2020). Tofu is not cheese: Rethinking education amid the COVID-19 pandemic. ECNU Review of Education, 3(2), 189–203.
Zhao, Y., Lei, J., Yan, B., Lai, C., & Tan, S. (2005). What makes the difference: A practical analysis of research on the effectiveness of distance education. Teachers College Record, 107(8), 1836–1884.
Zhao, Y., Wehmeyer, M., Basham, J., & Hansen, D. (2019). Tackling the wicked problem of measuring what matters: Framing the questions. ECNU Review of Education, 2(3), 262–278.
Downloads
Published
Issue
Section
License
Copyright (c) 2021 Pooja Mann, Bhoomika Mann
This work is licensed under a Creative Commons Attribution 4.0 International License.
CC-BY
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal. All authors agree for publishing their email adresses, affiliations and short bio statements with their articles during the submission process.