Mental Health and Academic Success During The COVID-19 Pandemic
Lauren A Maxey
Department of Sociology, Longwood University
Sociology 345: Social Research and Program Evaluation
Dr. Pederson
November 24, 2020
Abstract
The COVID-19 pandemic forced colleges and universities across the country to make a swift transition to online and hybrid learning format. Mass outbreaks of this type can create “adverse mental health consequences” (Rajkumar 2020). Mental health can be a major factor in student success. The purpose of this study was to examine if mental health problems due to the COVID-19 pandemic has an effect on university students’ confidence in their ability to succeed in online and hybrid learning formats. The central idea being explored was the effects of the COVID-19 pandemic on college students. The participants in this study were students from Longwood University in Farmville, Virginia. The research took place at Longwood University. This is a mixed methods study. The dependent variable for this study was whether student’s felt that COVID-19 had a significant negative effect on their mental wellbeing. Respondents answered “yes”, “no”, or “maybe”. The independent variable for this study was how confident student’s felt in their ability to succeed in an online learning environment. The questions used for this are, “On a scale from 0-10, how confident do you feel in your ability to succeed in a hybrid learning environment?” One theme found in this study was that the majority of respondents felt that COVID-19 had a significant negative effect on their mental wellbeing (70.14%). Another theme found in this study was that the student’s mean for self-ranked confidence in their ability to succeed in a hybrid learning environment was 6.19. The standard deviation was 2.38. The practical application of this study would be for universities to put priority on student’s mental health issues.
Introduction
The research problem is whether student’s felt that the COVID-19 pandemic had negatively impacted their mental health and their self-ranked ability to succeed in online learning environments. Other studies that have addressed this problem found that students did have an increase in anxiety during lockdown (Baloran 2020). Another study explains that students felt that the quality of their learning process had decreased since classes had transitioned online (Patricia 2020). These studies did not examine how student’s mental health affected their academic success. This study is significant to university officials because it outlines one factor that is attributed to students’ success. Addressing these issues on campus could affect student engagement. This study is also significant to college students because it addresses one controllable way to affect their success as students. The purpose of this study was to examine if mental health problems due to the COVID-19 pandemic has an effect on university students’ confidence in their ability to succeed in online and hybrid learning formats.
Literature Review
The COVID-19 pandemic affected almost all aspects of life across the globe. Colleges and universities were mandated to transition to online learning to prevent the spread of the virus. As schools reopen, many college courses have adapted to a hybrid structure. Hybrid learning or blended learning can be defined in different ways, however many studies agree that it is a combination of digital and face-to-face classroom methods (Basitere and Ivala 2020). Research on student attitudes toward hybrid and online learning can affect the best practice for teaching and learning in these classroom environments. Online and hybrid learning negatively affected college students emotionally and academically while providing few advantages.
The pandemic put a mental and emotional strain on college students. The majority of college students displayed anxiety during lockdown (Baloran 2020). This anxiety stemmed from academic, personal, and financial struggles and fears. A study by Salceanu (2020) found that students’ biggest fears were an abrupt end of the academic year or not being able to complete exams. This is also supported by Apostol and Netedu in that undergraduate students were concerned about their “academic perspectives and future educational outcomes”(Apostol and Netedu 2020:136). Though these fears have to do with academic situations, the intense emotion in itself causes strain. Personal fears include risk of infection due to social contact through large meetings and gatherings (Baloran 2020). Students’ family life and financial situations was another major factor in emotional challenges that were faced during the pandemic. Some students had no or limited access to technological tools and worried about food and financial resources (Patricia 2020; Baloran 2020).
In addition to the emotional challenges students’ faced, there were a multitude of academic challenges to go along with it. Firstly, students noticed that the quality of their learning process decreased as classes transitioned online (Patricia 2020). Similarly, professors struggled to adapt to online teaching platforms. There were delays in continuing their work due to transitioning to digital resources that they were unfamiliar with (Apostol and Netedu 2020). One study suggested that universities should improve their Technology Resource departments to include training for students and professors on the application of online and hybrid-learning classes (Baloran 2020).
It was found that one negative effect of online classes is decreased student participation. Only a small number of students interact in class discussions with the professor (Salceanu 2020). Data indicates that classes being on campus versus online significantly affects group cohesion (Gaylon et al. 2016). Live classes differ from distance learning in that the environment causes interaction between students that affects their experience and understanding. Though hybrid and online learning has some negative effects, some students do perform well under these circumstances. Buchanan and Mathews (2020) explain that “students who perform best in an online setting possess a distinct set of learning traits, which includes the ability to be academically independent and an intrinsic motivation towards learning”. Students who prefer face-to-face learning have a lower perception of self-efficacy (Patricia 2020).
Two studies conducted in 2013 and 2015 concluded there was little difference in student overall performance between fully online, fully in-person, and hybrid-learning classes (Auster 2015). Another study from 2016 opposes this saying the modality of the course (live or online) can consequently affect class performance regardless of class participation levels (Gaylon et al. 2016). One factor that is proven to play a role in student performance is their level of concentration in online learning. It is suggested that professors should “adjust the teaching speed in order to endure the effective delivery of teaching information” (Bao 2020: 115). Bao (2020) also stated that faculty should return grades to students in a timely manner, provide online tutoring, and email guidance after class to ensure support through distance learning.
Though the pandemic provided emotional and academic challenges for college students, there are some advantages to online and hybrid learning. Professors are better able to cater to students with different learning styles. This can increase the effectiveness of learning (Bastiere and Ivala 2017). Online learning can also provide access to a wider range of people by being available from virtually anywhere. In addition, this allows students to have a more flexible schedule and extra time to complete coursework and check emails (Salceanu 2020). This amount of time added to students’ schedules enabled students to pick up new hobbies and attain new skills (Patricia 2020).
In conclusion, college students during the COVID-19 pandemic were negatively affected emotionally and academically by the quick transition to online learning. Academic challenges also posed as obstacles for students in that their quality of learning decreased and technology is not always reliable. Some advantages shone through by providing convenient access to education and giving students more time in their schedule.
Data and Methods
Sample
The sample for this study was composed of students at Longwood University. A non-probability convenient sampling was used. Participants were sent a link through google forms. Researchers distributed the link for the questionnaire to social media, academic departments, and within clubs and organizations. The questionnaire has four sections; how courses are offered, policies, students mental and physical health related to COVID-19, and demographic variables. Participants were sent a link through google forms.
Quantitative
The amount of surveys that we got back were 432. The dependent variable for this study was whether student’s felt that COVID-19 had a significant negative effect on their mental wellbeing. Respondents answered “yes”, “no”, or “maybe”. The independent variable for this study was how confident student’s felt in their ability to succeed in an online learning environment. The questions used for this are, “On a scale from 0-10, how confident do you feel in your ability to succeed in a hybrid learning environment?” This data was used to measure the effect of negative mental health due to COVID-19 on student’s self-ranked ability to succeed in online classes. I analyzed the close-ended survey questions using descriptive statistics and figures.
Qualitative
For qualitative data, the study utilized open-ended survey questions. “Have the changes to classes affected your motivation to learn course material? If yes, how so?” “What seems to be working well this semester?” “Is there anything you would like us to know related to Longwood and changes due to COVID-19? Please use the space below to tell us.” Participants were recruited in several ways by the researchers including the use of social media. ****% of participants answered (at least one of?) the open-ended survey questions. Open-ended questions were analyzed using an open-coded approach looking for themes in written responses.
Findings
Qualitative Findings
When looking at the qualitative findings in this study, there were three leading criteria: academic challenges, mental and physical health challenges, and advantages from online/ hybrid learning. These major themes help to understand how students are affected by the new modes of learning implemented this year. Throughout this section, we will be looking at each of these themes and the responses that shape what we know about student attitudes at Longwood University.
Firstly, students noted how online and hybrid learning formats have proven new academic obstacles. While there were opposing answers to whether hybrid and online learning affects motivation for class material, many students stated the affirmative. Motivation is a major factor in a students’ success. One of the most common answers was that online learning affected their attention span. Student 63 said, “I zone out a lot during online classes so I don’t focus or feel motivated to pay attention”. Along with not being able to focus, some students reported feeling like they had to teach class material to themselves. Student 20 said, “I feel like material is presented to be done on my own time so I avoid doing it in a timely manner, nor do I study as much for tests.” With online classes, students miss the connection formed between the professor and the student. One student reported “not being able to build that connection with my professor or fellow classmates makes it very hard to want to learn the material” (Student 360). Student 122 reported that online classes required more effort and motivation “because you don’t have direct access to your professor to ask questions.” Students say that due to distance learning, “It’s harder to get in contact with professors whenever you have a question” (Student 213).
Many of these changes have also affected students’ mental health, as well as physical health. This was a major theme in our qualitative findings. One response we saw throughout was “everything feels more unsure and overwhelming…” (Student 12). Being overwhelmed can be related to stress and anxiety, which was also a common answer. Another factor in Longwood students’ mental health is the lack of breaks throughout the semester. Longwood’s academic semester schedule forwent school closings due to fear that students would return home, perpetuating the virus.
| “This semester more than any other, students are working harder than they ever have and are in desperate need of a break from academics. While some teachers are being more lenient, there are others who are pushing students further than they should during such a stressful time. Students are mentally and emotionally drained at the moment …” (Student 338) Aside from this, Longwood students’ are also concerned about losing or making less connections on campus. This was also listed as an academic challenge, but loneliness can lead to other mental health problems. Additionally, there are some physical health challenges that come with online and hybrid learning. Student 81 reports “I don’t wanna get up and stare at the computer all day. Makes my eyes and head hurt.” |
Lastly, the third major theme in our qualitative findings was advantages that have come from the new online and hybrid learning formats. Student 103 reports that “online classes have made it easier to go home and work on my coursework in a less stressful environment… without having the stress of missing class.” While this was definitely not the case for all students in the study, Student 122 pointed out that the important part was having the option to do what works best for each student. Many students reported having more time in their day “to do homework” (Student 45), “for self care opportunities” (Student 179), and “free time” (Student 233). Online learning settings have also required students to become more familiar with technology and the programs assigned to them (Student 12). Along with these, “open parking” (Student 178), “leniency of professors” (Student 157), and “not having to leave my house” (Student 415) were also mentioned. Finally, mentioned on more than one occasion, students are “glad that we were able to return to campus this fall” (Student 290).
In conclusion, the three major themes in our qualitative findings were academic challenges, mental and physical health challenges, and advantages from online/ hybrid learning. Though students are facing these challenges, there are many positive reports about the benefits that come along with online learning. Each category showed a wide range of student opinions.
Quantitative Findings
The dependent variable was whether student’s felt that COVID-19 had a significant negative effect on their mental wellbeing. Respondents answered “yes”, “no”, or “maybe”. The independent variable was how confident student’s felt in their ability to succeed in an online learning environment. These variables relate because bad mental health has a significant effect on academic success. The hypothesis is if COVID-19 has had a significant negative effect on the student’s mental wellbeing, they will have a lower confidence in succeeding in a hybrid learning environment.
Table 1
Percent of student who felt COVID-19 had a negative effect on their mental wellbeing
COVID-19 had a
negative effect on
mental wellbeing Count Percent
Yes 303 70.14
No 61 14.12
Maybe 68 15.74
Note. N=432
Table 1 shows that the majority of respondents felt that COVID-19 had a significant negative effect on their mental wellbeing (70.14%). Less students stated that COVID-19 had a negative effect on their mental health (14.12%) than stated it may have had a negative effect (15.74%).
The independent variable is self-ranked confidence in their ability to succeed in a hybrid learning environment. The mean score for participants was 6.19. The standard deviation was 2.38. This means that 68% of students answered between 3.81 and 8.57. This shows there was a wide range of answers on this variable.
Table 2
Mean self-ranked confidence in ability to succeed in hybrid learning environment by whether COVID-19 had a significant negative effect on mental wellbeing
COVID-19 had a negative
effect on mental wellbeing Means
Yes 5.84
No 6.95
Maybe 7.16
Note. N=432
Table 2 shows the comparison between whether respondents’ feel that COVID-19 had a significant negative effect on mental wellbeing and self-ranked ability to succeed in a hybrid learning environment. The highest mean is for Longwood students that felt COVID-19 may have had a negative effect on their mental health meaning they have the highest self-ranked confidence in their ability to succeed in hybrid learning environments. The lowest mean is for students who know COVID-19 has had a significant negative effect on their mental health meaning they have the lowest average of confidence in succeeding in hybrid classes.
The original hypothesis stated that if COVID-19 has had a significant negative effect on the student’s mental wellbeing, they will have a lower confidence in succeeding in a hybrid learning environment. The data shows that the mean between yes and maybe is where the difference is found for the comparison of these variables. Respondents who felt that COVID-19 did have a significant negative effect on their mental health had the lowest confidence in succeeding in online learning environments. However, respondents that felt that COVID-19 may have had negatively affected their mental health had the highest confidence in succeeding in hybrid classes.
Conclusion
In summary, student’s who felt that the COVID-19 pandemic negatively affected their mental health had a lower self-ranked confidence in succeeding in an online learning environment. Respondents who felt that the COVID-19 pandemic did have a negative effect on their mental health had the lowest mean in confidence of succeeding in an online environment. Participants who selected “maybe” in response to the dependent variable had the highest mean in confidence of succeeding in an online environment. This shows that students whose mental health decreased during the pandemic rank themselves to have less of an ability to succeed in online learning environments. This is significant because it explains one possible reason for students’ disengagement in online and hybrid learning environments. Mental health is a somewhat controllable factor and universities should place a stronger emphasis on supporting their students in this way.
References
Apostol, Alexandru-Cosmin, and Adrian Netedu. 2020. “University Students During Pandemic. A Case Study on a Faculty of Philosophy and Social-Political Science Undergraduates.”
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