The impact of COVID-19 on tertiary educational institutions and students in Bangladesh

Abstract

The COVID-19 forced to transform face-to-face mode of teaching to virtual in educational institutions around the globe that not only impact institutional stakeholders, but also posed as a threat to entire humanity because, all parties related to education had to change their activities. The intentions of this study therefore firstly, to determine the content analysis by interviewing tertiary students and secondly, to determine the frequency distribution by questionnaire developed from results of the content analysis. To better understand the consequences of this outbreak, we took an interview from forty respondents, including undergraduate and postgraduate students across Bangladesh. Results of Content analysis revealed that stakeholders of tertiary education are encountering severe problems in mental health, financial, technical, and study. A questionnaire was designed based on results were obtained through content analysis and distributed using email, WhatsApp, LinkedIn, Telegram, Facebook, and Instagram from May 20 to May 30, 2021. A total number of 505 valid questionnaires were received from respondents. Frequency distribution analysis disclosed that 60% respondents have no separate reading rooms. Laptops and desktops are commonly used for online classes, but unfortunately, 21% respondents have no personal electronic gadgets. Moreover, 55% reported spending less time to study during the coronavirus outbreak. Furthermore, 88% respondents reported experiencing mental health-related stress, anxiety, and depression problems. The proportion that suffered financial crisis, family disruptions, internet and technology related problems were 79%, 83% and 72% respectively. Since coronavirus pandemic is a totally new phenomenon in the world, not much empirical literature exist. So we fill the gap, investigating the issue empirically using content and frequency distribution analysis. Policy implications and recommendations are discussed accordingly.

Students’ Experiences of E-learning Practices During COVID-19: A Qualitative Study

“…Finally, this study also noticed an increasing (72%) psycho-logical disorders (anxiety=56.25%, stress=87.5%, depression=66%) among the students. Similar findings are also obtained in the following studies [31][32].…”

Technology Dependency and Impact During COVID-19: A Systematic Literature Review and Open Challenges

“…Students also faced a financial crisis due to the pandemic, as they were required to rapidly transition to an online environment. A Bangladeshi study in tertiary education [86] found that 79% of (n=380) respondents faced financial difficulties hampering all intentions to purchase electronic devices and internet connection. 21% of respondents (n=107) borrowed their friends, relatives, or family members' electronic devices to carry out online activities and complete assignments [86].…”

“…A Bangladeshi study in tertiary education [86] found that 79% of (n=380) respondents faced financial difficulties hampering all intentions to purchase electronic devices and internet connection. 21% of respondents (n=107) borrowed their friends, relatives, or family members' electronic devices to carry out online activities and complete assignments [86]. This income disparity is a testament to the effects of the digital divide, especially for those in developing countries.…”

Moderating Role of Psychological Empowerment on the Relationship between Transactional Leadership and Individual Innovation: Evidence from Banking Sector of Bangladesh

“…These contradictory findings suggest our understanding that there might be some additional factors which influence the relationship of TNL and IWB. Despite a negative tendency towards TNL, the outcomes of these leadership styles on IWB are still underexplored (Ryan & Tipu, 2013;Demesko 2017;Naqshbandi & Jasimuddin, 2018;Hosen, Uddin, Hossain, Islam, & Ahmad, 2022). Eliminating this issue, this study will examine the relationship between TNL and followers IWB is contingent on psychological empowerment (PE) of individual employees.…”