Correlation of Learning Difficulties with Anxiety: A Concurrent Embedded Mixed Methods Study

Abstract

The purposes of this research were to determine: (1) the level of learning difficulties and student anxiety during the webinar tutorial (Tuweb); (2) the relationship between physical, behavioral, and cognitive dimensions of anxiety;(3) the relationship between the dimensions of learning difficulties and anxiety; (4) the relationship between the dimensions of learning difficulties and the dimensions of cognitive, behavioral anxiety, and partially cognitive; (5) other factors that influence anxiety during webinar tutorial (Tuweb) besides learning difficulties. In this study, we used concurrent embedded mixed method design, with the dominance of quantitative research. Data was collected through a questionnaire and disseminated using Google Forms to 97 Open University students who had attended a webinar tutorial. Quantitative data in the form of learning difficulties and anxiety levels were analyzed using Spearman's Rho Correlation, while qualitative data were analyzed using the qualitative descriptive method. The results showed that (1) 35.05% of students' learning difficulties are in a low category, while 31,96% of students had very severe (panic) difficulties; (2) there is a significant relationship between the dimensions of physical, behavioral, and cognitive anxiety; (3) there is a significant relationship between learning difficulties and anxiety; (4) there is a significant relationship between the dimensions of learning difficulties and the dimensions of cognitive, behavioral anxiety, and partially cognitive, with the learning materials and resources constraints in the webinar tutorial (Tuweb) presenting the highest correlation; (5) other factors that influence anxiety are difficulties in managing time to do office assignments, household activities, Balinese-social activities, and college assignments.

Exploration of Biology Learning Experiences Among Students of SMAN 3 Singaraja

“…Some classrooms cannot access WIFI signals because WIFI sources are only available at specific points. The success of online learning greatly depends on consistent internet signal availability (Al-Ahmad et al, n.d.;Dambanemuya and Horvát, 2021;Indrawan et al, 2022;Suwardika et al, 2023). Schools need to address the issue of unstable internet signals to ensure the continuity of online learning.…”