The Influence of Lighting, Noise, and Temperature on the Academic Performance of Students amid Covid-19 Pandemic

Abstract

The Coronavirus outbreak disrupted the global economy and human social activities, including schooling. Because of the worldwide school closure, face-to-face lessons have been stopped. Students desire to participate in real-time online learning was not well understood when the Coronavirus outbreak occurred. Despite this, there has been a progressive return to face-to-face education accompanied by online learning after more than two years of the COVID-19 pandemic. This international survey assessed students' readiness for live online learning using technology rather than the more traditional online/internet self-efficacy scale. This study is needed because of the COVID-19 outbreak (dependent variable). Three hypotheses were substantiated with the partial least square method to develop a structural equation model containing all four variables. Students' grades were shown to be directly influenced by factors such as temperature, lighting, and noise. Three distinct elements influence university students' long-term viability (human resources). Males and females were found to have no statistically significant differences. We contend that during the Coronavirus pandemic, the gender disparity in learning was minimized because students were pushed to take greater responsibility for their education. Educators utilizing live online learning, particularly those educating students at various educational levels, can benefit greatly from this research. Students pursuing lower-level degrees should be encouraged to engage in more virtual activities and student-to-student relationships.

Paying Attention to the Online Learning Environment: The Importance of a Low-noise Environment

“…Due to the increased levels of background noise and other distractions that are commonly present at their residences, online students may suffer from the same problem. Hoang et al [13] made use of a total of 222 college students from 12 universities to conduct a cross-sectional survey and substantiates the hypotheses that students' academic performance (directly shown by students' grades) is influenced by noise with the partial least square method to develop a structural equation model. Their study indicates that noise accounted for 26.8 percent of the dependent variable (academic performance).…”