The Impact of the Long Lockdown Period Due to Covid -19 on Education among School Kids-A Survey
Pravalika,
Saveetha Dental College and Hospitals,
Saveetha Institute of Medical and Technical Sciences, Saveetha University,
Chennai - 600 077,India
Email id:[email protected]
R Gayathri, Assistant Professor, Department of Biochemistry, Saveetha Dental college and Hospitals,
Saveetha Institute of Medical and Technical Sciences (SIMATS), Saveetha University,Chennai -600 077
Email Id:[email protected]
Gifrina Jayaraj,
Reader,Departments of Oral Pathology, Saveetha Dental College and Hospitals,
Saveetha Institute of medical and Technical Sciences, Saveetha University,Chennai- 600 077
Email Id:[email protected]
V.Vishnupriya,
Professor ,Department of Biochemistry, Saveetha Dental College and Hospitals,
Saveetha Institute of Medical and Technical Sciences(SIMATS), Saveetha University,Chennai-600 077
Email Id:[email protected]
*Corresponding Author:
R Gayathri
Phone no:+91 97106 80545 Email ID: [email protected]
Address: Department of Biochemistry ,Saveetha Dental College and Hospitals ,Saveetha Institute of Medical and Technical Sciences.Saveetha University,160, Poonamallee High Road , Chennai
600 077 Tamil Nadu,India
Abstract
Aim and Introduction:
Coronavirus Pandemic has significantly disrupted various sectors in India as well as the whole world.The education sector is also affected.Schools and colleges temporarily started shutting down during the pandemic spread.There is a uncertainty when they will reopen.All this creates an impact on the student’s education.Asmillions of kids take online school classes from home globally including in India, government along with private education sector have a great responsibility to offer online e-Learning to more than 60 million college students and 1.5 billion school students worldwide.The aim of the study is to find how the long lockdown period has created an impact on the education among school kids
Materials and Method:
An online survey had been prepared with 17 questions regarding the topic and had been circulated to 100 random participants who were school children belonging to 6 to 17 years of age through an online website- google docs, who were school children.The participants were selected randomly.The statistics done using SPSS software, chi square test was done to check the association and a p value of 0.05 was said to be statistically significant..This survey was conducted in may 2020.
Results and Discussion:
From the data collected it was noticed that 66% of the participants feel that studies were affected during the long lockdown whereas the long lockdown did not affect the studies of 33% of the population.
Conclusion:
E learning is one of the solution.But low- income private and government school counterparts have completely shut down for not having access to e learning solutions.Long lockdown period do have an impact on student’s education.The government must take measures quickly after the lockdown is over to access the education of children.
Keywords:COVID -19,education, e learning ,population affected,studies etc Introduction
Lockdown was initiated to reduce the spread of COVID-19 infection.This caused a lot of changes in the daily life of all age groups.Schools are shut and kids who spend 3-7 hours in a
structured learning environment away from home are stuck indoors for months.Going school is the best public policy tool available to raise skills.Even short period of missed school will have consequences for skill growth.It is just like holidays for students but due to a long break this might affect their studies in future.Educating children has been stopped for a Long period,due to which the mental health may also suffer.Amidst this background,the department and regulators have started moving towards developing an online mode of education.(Kumar et al., no date)This practice increases screen time of children which may affect them in many ways .Many parents are hoping that this is a temporary phenomenon that will fade with the lifting of the lockdown and the reopening of schools.But some say that online education is set to become the new normal in a post COVID world.(Covid-19 lockdown: Amid e-learning push, parents wary as children’s screen time increases - india news - Hindustan Times, 2020)School closures impact not only students,Teachers and families,but have far reaching economic and societal consequences.School closures in response to COVID-19 have shed light on various social and economic issues, including students debts,digital learning,food insecurity and homelessness as well as access to childcare,healthcare,housing,internet and disability services.(Al-Samarrai, Gangwar and Gala, 2020)
For parents of school going kids across the country,the experience has been exhausting.Home schooling can be done by their parents to keep their children under a learning environment.In this situation every home is school and every parent is a teacher.Teaching is moving online.Student assessments are also moving online,with a lot of trial and error and uncertainty for everyone.(‘Impact of Covid -19 on children’s education’, 2020)Online classes are sometimes Creative but some kids cannot accept learning from online as classroom is their learning environment.Parents can encourage creativity by asking questions,setting challenges etc to keep their child skilled and creative.(Roy, no date)Education post COVID-19 will embrace learnings from science and emphasise a greater focus on issues that endangers our health,society,life and earth.(Desk, 2020)This pandemic is affecting children in many ways such as falling in poverty,exacerbating the learning crisis,threats to child survival and health as well as risks for child safety.(UNSDG | Policy Brief: The Impact of COVID-19 on children, no date)Systematic monitoring and dedicated research are also needed to underpin future responses that limit education disruptions and promote health for all.(Jourdan, Marmot and Gray, 2020)
Parents have worries about their child failing behind,but if they are not engaged in their daily routine of learning.It is based on the child’s interest or choice to learn.Most of the children must be independent in choosing when and what to learn.Such kids will automatically be researching and trying to find new things to occupy their time with and to be inspired by.School children get stressed this also causes obesity staying at home.(Shukri et al., 2016)There are numerous high end researches being done all around the world such as in vivo(Ponnulakshmi et al., 2019),nanotechnology(Wu et al., 2019)(Ke et al., 2019) nanotechnology using gold nanoparticles(Li et al., 2020) mixed with herbal extracts(Wang et al., 2019),cancer biology(Ma
et al., 2019)(Gan et al., 2019) find the cure for inflammation(Menon, V and Gayathri, 2016)(Jainu, Priya and Mohan, 2018) elucidating apoptotic pathway(Mohan, Veeraraghavan and Jainu, 2015),analysing the cytotoxicity of various substances(Rengasamy et al., 2018),effects and benefits of various natural products(Chen et al., 2019)and other advanced researches(Rengasamy et al., 2016; Get al., 2018)But since COVID-19 is currently prevalent,more researched and awareness is requires.This survey is done to know if students are getting affected due to the quarantine or if they are able to keep themselves engaged by learning.Our team has rich experience in research and we have collaborated with numerous authors over various topics in the past decade (Ariga et al., 2018; Basha, Ganapathy and Venugopalan, 2018; Hannah et al., 2018; Hussainy et al., 2018; Jeevanandan and Govindaraju, 2018; Kannan and Venugopalan, 2018; Kumar and Antony, 2018; Manohar and Sharma, 2018;
Menon et al., 2018; Nandakumar and Nasim, 2018; Nandhini, Babu and Mohanraj, 2018;
Ravinthar and Jayalakshmi, 2018; Seppan et al., 2018; Teja, Ramesh and Priya, 2018;
Duraisamy et al., 2019; Gheena and Ezhilarasan, 2019; Hema Shree et al., 2019; Rajakeerthi and Ms, 2019; Rajendran et al., 2019; Sekar et al., 2019; Sharma et al., 2019; Siddique et al., 2019; Janani, Palanivelu and Sandhya, 2020; Johnson et al., 2020; Jose, Ajitha and Subbaiyan, 2020).
The aim of the survey is to find how the long lockdown period has created an impact on the education among school kids.
Materials and Method
The questionnaire has been prepared and was distributed through an online survey link-Google forms.The study population belonged to an age group of 6 to 17 years.The questionnaire consists of 17 questions.The participants were explained about the purpose of study in detail.The questions were carefully studied and the corresponding answers were marked by the participants.The sample size of the study was 100 school students, randomly selected .The statistics done using SPSS software, chi square test was done to check the association and a p value of 0.05 was said to be statistically significant.The survey was done on may 2020.
Results
Various responses of the survey were collected, the results were statistically studied and analysed. Among the school students, the majority who participated in the survey belonged to the age group between 11 to 17 as well as mostly females participated that was 54%. (Figure 1). The lock down affected the studies of 66% of the population and therefore 64% of the population feel that after quarantine it will be hard for them to cope up with their studies.(figure 2&8). Only 38% of the population spend 2 hours, 26% of them spend one hour and only 16% spend six hours and more studying at home per day due to which 60% do the population feel that their grades will decrease after quarantine. (Figure 3). Online classes were provided to 68% of the schools among the population under which 44% of the students felt it was not useful and 41%
felt it was useful.(figure 4&5). 57% of the participants feel that lockdown is stressful and if it gets extended 39% of them will feel more stressed(figure 6) and 36% will have mixed emotions..
58% of the population feel that the assignments given by their school is useful and if they have any doubts 41% of them get it cleared by contacting their teachers and 36% use technology.
(Figure 7).60% of the students are concerned about their study life but still during quarantine only 11% prefer to study whereas 28% prefer to be active in social media and 26% playing online games. 41% of the students did not belong to 10th or 12th grade but 34% who were 10th and 12th grade were afraid of their board results due to this lockdown. 67% of the population feel that home gives them a good learning atmosphere and 42% of them were confident that they will be able to take a test on the first day after school reopens.From the data collected and statistically analysed ,17% of the boys which is majority are involved in playing online games and 18% of the females are involved in social media and not statistically significant.(figure 9) Association between gender and the students who think if their grades might decrease due to the quarantine.Most of the male(25%) and female(35%) accept that their grades might decrease and not statistically significant.(figure 10)Association between gender and the population who think that they can do good in an exam just after the school reopens.Most of the males(18%) and females(24%) were confident that they can take a test right after the school reopens and not statistically significant.(figure 11)association between gender and how the population feels if the lockdown extends..Majority of the Males said they have mixed emotions(22%) and majority of the females said they were stressed(18%).(figure 12)
Discussion
Our institution is passionate about high quality evidence based research and has excelled in various fields ( (Pc, Marimuthu and Devadoss, 2018; Ramesh et al., 2018; Vijayashree Priyadharsini, Smiline Girija and Paramasivam, 2018; Ezhilarasan, Apoorva and Ashok Vardhan, 2019; Ramadurai et al., 2019; Sridharan et al., 2019; Vijayashree Priyadharsini, 2019;
Chandrasekar et al., 2020; Mathew et al., 2020; R et al., 2020; Samuel, 2021)
In a previous study done, it was analysed that more than 75% students reported severe impact on education due to COVID-19 crisis. In the study they concluded that 86% of the students prepared online classes.(S, 2020)but in the present study 66% reported severe impact on education due to lockdown and 68% of the school provided online classes but only 41% felt they were useful.
This contrast is due to the reach of technology to rural and urban areas is not up to mark and not available. In another study done, it was studied that 96% are not having proper learning atmosphere in prison and due to which there is a contrast to the present study as the learning atmosphere is their own house.(‘McGill University’, no date)
This study might create or give more support to students for online classes and understand the impact of ongoing lockdown on their studies and the challenges they are facing towards exploring alternate ways of learning. It may help to know the areas where e learning can not be done and provide required technology to improve the educational learning among students.
Conclusion
In response to school closures,UNESCO recommended the use of distance learning programmes and open educational applications and platforms that schools and Teachers can use to reach learners remotely and limit the disruption of education.From the current survey,it can be concluded that the Long lockdown period do have an impact on student’s education.
Acknowledgement: The author would like to thank the study participants for their participation and kind cooperation
Author Contribution
Pravalika:Literature search , data collection, analysis,manuscript writing R. Gayathri:Data verification,Manuscript drafting
Gifrina Jayaraj:data verification and manuscript drafting V Vishnupriya :Title discussion
Conflict of Interest None declared
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Figure Legends
Figure 1:represents the distribution of participants based on their gender 54% of the participants were females(blue) and 46% of them were males (red).
Figure 2:represents the distribution of participants based on their opinion towards Lockdown and its impact on their studies, where 66% ( blue) of the study participants felt their studies got affected and ,34%(red) of them didn’t feel the same.
Figure 3: represents the distribution of participants based on the amount of time spent studying each day at home during lockdown, where Blue represents the population who studied for 1 hour(26%), Red represents the population who studied for 2 hours(38%), Green represents the population who studied for 3 to 5 hours (20%), Orange represents the population who studied for 6 hours and more (16%)
Figure 4:represents the distribution of participants who attended online classes conducted during Lockdown, where 68% ( blue) of the study participants attended online classes and ,32%(red) of them didn’t attend.
Figure 5:represents the distribution of participants based on the opinion towards the online classes , where 41% ( blue) of the study participants felt useful ,44%(red) of them did not find it useful and 15% of the participants fely online classes were useful for some topics.
Figure 6:represents the distribution of participants based on the opinion that they felt stressed due to a long lockdown period , where 57% ( blue) of the study participants felt stressed, 43%(red) of them didn’t feel the same.
Figure 7:represents the distribution of participants based on how they got their doubts clarified , where 23% ( blue) of the study participants got clarified from parents, 41%(red) of them from teachers and 36% (green) depends on the internet to get their doubts clarified.
Figure 8: represents the distribution of participants based on how they were able to cope up with their studies since they missed their regular school, where 64% ( blue) of the study participants felt hard to cope up and 36% (red) of them did not feel so.
Figure 9:Bar chart showing association between gender and the lockdown activities done by the study participants during lockdown. X axis represents the gender and Y axis represents the number of participants opted to do various activities such as ,play online games(blue) ,social media(red) ,studying(green), spent time with family(orange) and others(yellow) .Majority of the Males were involved in playing online games (17%) and majority of the females were involved in social media(18%).Studying was minimum among both the gender during lockdown,Chi square test was done and it was found not statistically significant(Pearson Chi square value- 6.689, df-4 ,p value was 0.153 (>0.05).
Figure 10:Bar chart showing association between gender and the students who think that their grades might decrease due to the lockdown. X axis represents the gender and Y axis represents the number of participants responded.(blue) ‘ yes’ and (red )represents ‘no’.Majority of female participants (35 out of 54)strongly believe that their grades will come down due to lockdown.Females tend to be more worried about their grades than males. chi square test was
done and it was found not to be statistically significant(Pearson Chi square value-1.134, df-1 ,p value was 0.287(>0.05).
Figure 11:Bar chart showing association between gender and the opinion on how they can perform in the exam just after the school reopens. X axis represents the gender and Y axis represents the number of participants(blue) responded’ yes’,(red) represents ;no’ and (green) represents not sure.Majority of the female participants were confident that they can perform well than male participants, indicating their interest towards studies,a chi square test was done and it and was found not statistically significant( Pearson Chi square value-0.566, df-2 ,p value was 0.754(>0.05).
Figure 12:Bar chart showing association between gender and opinion on the idea of extension of lockdown.. X axis represents the gender and Y axis represents the number of participants who will be happy(blue) , stressed(red) and who will have mixed emotions (green).Majority of the female participants will feel stressed if the lockdown extends further than male participants.Lack of normal schooling makes the female students feel stressed,a chi square test was done and it was found not to be statistically significant (Pearson Chi square value-0.363, df-2 ,p value was 0.834(>0.05).
Figure 1: represents the distribution of participants based on their gender 54% of the participants were females(blue) and 46% of them were males (red).
Figure 2: represents the distribution of participants based on their opinion towards Lockdown and its impact on their studies, where 66% ( blue) of the study participants felt
their studies got affected and ,34%(red) of them didn’t feel the same.
Figure 3: represents the distribution of participants based on the amount of time spent studying each day at home during lockdown, where Blue represents the population studied for 1 hour(26%), Red represents the population who studied for 2 hours(38%), Green represents the population who studied for 3 to 5 hours (20%), Orange represents the population who studied for 6 hours and more (16%)
Figure 4 :represents the distribution of participants who attended online classes conducted during Lockdown, where 68% ( blue) of the study participants attended online classes and ,32%(red) of them did not attend.
Figure 5: represents the distribution of participants based on the opinion towards the online classes , where 41% ( blue) of the study participants felt useful ,44%(red) of them didn't find it useful and 15% of the participants felt online classes were useful for some topics.
Figure 6: represents the distribution of participants based on the opinion that they feel stressed due to a long lockdown period , where 57% ( blue) of the study participants felt stressed, 43%(red) of them did not feel the same.
Figure 7 :represents the distribution of participants based on how they got their doubts clarified , where 23% ( blue) of the study participants get clarified from parents, 41%(red) of them from teachers and 36% (green) depends on the internet to get their doubts clarified.
Figure 8: represents the distribution of participants based on how they were able to cope up with their studies since they missed their regular school, where 64% ( blue) of the study participants felt hard to cope up and 36% (red) of them did not feel so.
Figure 9: Bar graph showing association between gender and the lockdown activities done by the study participants during lockdown. Majority of the Males were involved in playing online games (17%) and majority of the females were involved in social media(18%).Studying was minimum among both the gender during lockdown,Chi square test was done and it was found not statistically significant(Pearson Chi square value-6.689, df-4 ,p value was 0.153 (>0.05).
Figure 10: Bar chart showing association between gender and the students who think that their grades might decrease due to the lockdown. X axis represents the gender and Y axis represents the number of participants responded.(blue) ‘ yes’ and (red )represents ‘no’.Majority of female participants (35 out of 54)strongly believe that their grades will come down due to lockdown.Females tend to be more worried about their grades than males. chi square test was done and it was found not to be statistically significant(Pearson Chi square value-1.134, df-1 ,p value was 0.287(>0.05).
Figure 11: Bar chart showing association between gender and the opinion on how they can perform in the exam just after the school reopens. X axis represents the gender and Y axis represents the number of participants(blue) responded’ yes’,(red) represents ;no’ and (green)
represents not sure.Majority of the female participants were confident that they can perform well than male participants, indicating their interest towards studies,a chi square test was done and it and was found not statistically significant( Pearson Chi square value-0.566, df-2 ,p value was 0.754(>0.05).
Figure 12: Bar chart showing association between gender and opinion on the idea of extension of lockdown.. X axis represents the gender and Y axis represents the number of participants who will be happy(blue) , stressed(red) and who will have mixed emotions (green).Majority of the female participants will feel stressed if the lockdown extends further than male participants.Lack of normal schooling makes the female students feel stressed,a chi square test was done and it was found not to be statistically significant (Pearson Chi square value-0.363, df-2 ,p value was 0.834(>0.05).
