Impact of the COVID-19 pandemic on the social and educational aspects of Saudi university students’ lives

Alghamdi, Abdulelah A.

doi:10.1371/journal.pone.0250026

Cited by 77 publications

(74 citation statements)

References 32 publications

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“…As we were interested in the overall emotional aspects affecting students' academic lives [29] during the three semesters included in this report, we applied an additional final survey to a subset of randomly selected students (5% from one of the classes in the third period of the confinement). This subset included students previously enrolled in at least one more course within the teachers' cluster.…”

Section: Methodsmentioning

confidence: 99%

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Lessons in the Use of Technology for Science Education during COVID-19 Age under a Teachers’ Collaboration Cluster

2021

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The COVID-19 confinement has represented both opportunities and losses for education. Rarely before has any other period moved the human spirit into such discipline or submission—depending on one’s personal and emotional points of view. Both extremes have been widely influenced by external factors on each individual’s life path. Education in the sciences and engineering has encountered more issues than other disciplines due to specialized mathematical handwriting, experimental demonstrations, abstract complexity, and lab practices. This work analyses three aspects of science education courses taught by university professors in a collaborative teacher cluster, sharing technology applications and education methodologies in science over three semesters when the COVID-19 lockdown was in effect. The first aspect was a didactic design coming from several educational frameworks through adoption or sharing. The second one was an analysis by discipline of multiple factors affecting student engagement during the health contingency. The third analysis examined the gains and losses in our students caused by the university closure and the pandemic’s intrusions. The report explores the correlations of the exiting student perceptions with their academic performance in the courses and survey results about the impact of decisions or happenings during the crisis. This work’s value lies in the lessons for the future of education concerning the teacher dominions of didactic design, support, and collaboration in a broader sense than only for teaching.

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Section: Methodsmentioning

confidence: 99%

“…At least three components should be considered in the emergency didactic designs during the COVID-19 confinement: methodology, technology, and social collaboration. Despite this, many teachers' lesson plans lacked these due to the hurry and lack of support and training as the crisis unfolded [29].…”

Section: Didactic Design In Hybrid Online Approachesmentioning

confidence: 99%

Lessons in the Use of Technology for Science Education during COVID-19 Age under a Teachers’ Collaboration Cluster

2021

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“…This study revealed lower satisfaction and usefulness of teaching methods during the COVID-19 pandemic. Evaluation of remote education in universities due to the COVID-19 pandemic has been reported in many studies worldwide [ 4 , 27 , 28 , 29 , 30 ]. A study in Canada observed a decrease in university students’ achievement goals, engagement, and perceptions of success, and an increase in perceptions of cheating [ 28 ].…”

Section: Discussionmentioning

confidence: 99%

Changes in Core Competencies among Korean University Students Due to Remote Learning during the COVID-19 Pandemic

Jang

Lee

2021

IJERPH

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This study aimed to determine the academic performance and learning skills of students who studied through remote teaching methods during the coronavirus disease 2019 (COVID-19) pandemic. It was conducted in February 2021 with 398 university students in South Korea. Data were collected through online surveys. Generalized estimating equations (GEEs) with an autoregressive correlation structure were employed to distinguish differences in core competencies, academic performance, satisfaction, and usefulness of teaching methods before 2019 and after the COVID-19 pandemic. The findings revealed that the overall core competencies of participants were significantly lower in 2020 than before the COVID-19 pandemic. Furthermore, knowledge construction, responsibility practice, and socialization were significantly low during the COVID-19 pandemic, whereas information management and identity value did not show a significant difference. However, problem-solving was higher during the COVID-19 pandemic. Enhancing the core competencies of university students is integral in the new learning environment of the post-COVID-19 era. It is necessary to devise approaches that improve the effectiveness of remote teaching methods and simultaneously augment student satisfaction.

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“…Items such as "The COVID-19 outbreak has made me anxious", "The COVID-19 outbreak has made me wear masks", "The COVID-19 outbreak has made me suffer from social isolation", and "The COVID-19 outbreak has made me lose interest" were included. These items were selected based on an extensive literature review [2,[7][8][9][10]17]. A pilot test of the comprehensibility and understandability of the 18 items was performed with 5 undergraduates at the same university.…”

Section: Study Instruments and Variablesmentioning

confidence: 99%

“…The COVID-19 outbreak has significant indirect effects on the academic and psychosocial functioning of undergraduates [2,8,9]. An online survey conducted among 44,447 university students in China in early February 2020 found a considerable prevalence of anxiety (7.7%) and depressive symptoms (12.2%) [10].…”

Section: Introductionmentioning

confidence: 99%

Feelings, Behavioral Actions and Depressive Symptoms Related to COVID-19 among Undergraduates in Hail, Saudi Arabia

et al. 2021

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The severe acute respiratory syndrome coronavirus 2 (COVID-19) outbreak has had a profound psychological impact on university undergraduates. Feelings, behavioral actions, and depressive symptoms related to COVID-19 in undergraduates in Hail, Saudi Arabia, were assessed using an online survey. Eighteen feelings and six behavioral acts were assessed. The Center for Epidemiological Studies Depression Scale was used to measure depressive symptomatology. Descriptive statistics and logistic regression techniques were used. The mean age of the participants (n = 418) was 20.2 years (standard deviation (SD) = 1.8 years), and 52.9% (n = 221) were males. Elevated levels of depressive symptoms were reported by 47.1% of male and 51.3% of female participants. Social isolation, loss of interest, obsessive monitoring of symptoms, concentration difficulties, recurrent negative thoughts, and worries about health services emerged as vital negative feelings related to COVID-19 that were expressed by the participants. Younger age (odds ratio (OR) = 0.636, confidence interval (CI) = 0.428–0.946) and coming from the middle-income category (OR = 0.388, CI = 0.151–0.994) were found to be protective factors against developing depressive symptoms. Frequent cleaning of hands, wearing masks when going out, and adherence to social distancing rules were practiced by 71.5% (95% CI = 67.2%–75.8%), 78.7% (95% CI = (74.4%–82.5%) and 66.0% (95% CI = (61.3%–70.5%) of the participants, respectively. These behavioral acts were not associated with the development of depressive symptoms. Although the practice of COVID-19 precautionary measures by the participants was satisfactory, nearly half of the participants reported depressive symptoms. Innovative educational strategies are needed to curb concentration difficulties and social isolation experienced by undergraduates during outbreaks such as COVID-19.

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Impact of the COVID-19 pandemic on the social and educational aspects of Saudi university students’ lives

Cited by 77 publications

References 32 publications

Lessons in the Use of Technology for Science Education during COVID-19 Age under a Teachers’ Collaboration Cluster

Lessons in the Use of Technology for Science Education during COVID-19 Age under a Teachers’ Collaboration Cluster

Changes in Core Competencies among Korean University Students Due to Remote Learning during the COVID-19 Pandemic

Feelings, Behavioral Actions and Depressive Symptoms Related to COVID-19 among Undergraduates in Hail, Saudi Arabia

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