No abstract
COVID-19 pandemic laid bare deep inequalities and inequities. Disruptions brought to light by the ongoing pandemic are exacerbating risks and vulnerabilities both within education careers and personal lives. Widespread economic, sociological, and psychological damage has challenged female minority students in education more than their male counterparts. We surveyed female minority students as compared to male students at Chicago State University and found mixed ideas and opinions. The concerns on top of the list were fear of contracting COVID-19, existential epiphanies, and poor study conditions. More women, conditioned to design their lives around education are not enrolling for educational opportunities. One reason is that they can’t find childcare; another is they struggle with education/life balance. It's not one cause but the pandemic has made it complex and multi-faceted. For other students, the pandemic offered many new opportunities that were practically never heard off. Some of the most common perks were, i.e., the ability to study remotely from anywhere, cutting out big city commutes, being able to give peak time to family, and greater flexibility in setting daily chores. A common theme for most of the surveyed students was that changes forced by the current pandemic are playing out a new social justice awakening on college campuses especially minority institutions like Chicago State University. Overarching suggestion was that right decisions made today in the context of a pandemic will have long-term consequences for the future of education. Overwhelming minority students proposed a faculty mentor and a peer-mentor to address the academic advising as well as personal guide to facilitate upheavals in pandemic situations.
Field of education psychology seeks bridging gap between research and theory on teaching and classroom practice. Students’ struggle when content matter gets increasingly intense especially when subjects need plenty of rote memory. Covid-19 took a heavy toll on students who were already prone to test anxiety. The current research hypothesized that utilization of practice tests for first-year pharmacy microbiology and immunology course will enhance students learning, understanding and comprehension of complicated material. Since pandemic anxiety added to pre-existing anxiety among pharamacy students we used this measure to mitigate. A cohort of sixty students taking a 4-credit course of Microbiology/Immunology were recruited in this study. Students’ voluntarily declared their fears of superadded anxiety levels because of pandemic. A pool of exam ‘questions collected over the last five years were accurately screened and 300 questions were selected based on the criteria of lectures topics, difficulty level and meeting the specific objectives for every lecture that was presented to students and covered in the exams. Two groups were analyzed based upon their use of practice exams offered and their willingness to utilize them. The data based upon their performance was collected at the end of final examination to assess the benefit of study guide to students. Likert-type Ordinary Scale data analysis was used to determine if hypothesis was supported. The analysis of primary endpoint indicated that majority of students (69.87%) who used the practice exams performed better. In the feedback they reportedly strongly agreed that it helped them to make their study more focused and improved their pre-existing anxiety levels during pandemic.
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