18/12/2022
Sometimes, when weβre under too much stress we find ways to lessen it. Remote learning has been draining π« for most students. In fact, numerous studies (e.g., SaadΓ© and Kira, 2009; Sun, 2014; Shapiro et al., 2017) state that roughly a third of students experience some level of anxiety or unease about online learning, or believe that online learning is less effective than learning in a traditional classroom (Muilenburg and Berge, 2005; Wombacher et al., 2017) π².
Coping mechanism to reduce stress πββοΈ is a necessary condition for preventing the harmful effects of prolonged stress (William et al., 2010). Thatβs why our group also prioritized knowing what coping mechanisms the students use π whenever they experience academic-related stress .
The grade 8 students of UP Rural High School, were asked to choose and rank among the coping mechanisms provided in the google form survey. Data showed that the majority of the students ranked Scrolling through Social Media (Facebook, Instagram, Twitter, Tiktok etc.) π± as their most used coping mechanism followed by βSleepingβ π, and having both βGamingβ πΎ and βVenting to Friends and Familyβ π©βπ©βπ§βπ¦π¨βπ¨βπ§βπ¦ as their third most used coping mechanism. Following this ranking are βPositive Self-talk and Physical Activityβ π€ΈββοΈ, βMeditationβ π§ββοΈ, βJournalingβ β, βWatching Animeβ πΊ, βSelf-isolationβ π, and βWalkingβ πΆββοΈπΆββοΈ respectively.
An alarming result π has brought our attention to a question. No student chose βSeeking Professional Helpβ as their coping mechanism when experiencing academic-related stress. This result can be used as an inference on what is/are the notion/s of these students on mental health. Why is that so and what might be their reasons? π€
?
References:
Sun, L., Tang, Y., & Zuo, W. (2020). Coronavirus pushes education online. Nature Materials, 19(6), 687β687. https://doi.org/10.1038/s41563-020-0678-8
George SaadΓ©, R., Kira, D., Mak, T., & Nebebe, F. (2017). Anxiety & performance in online learning. InSITE Conference. https://doi.org/10.28945/3736
Shapiro, H. B., Lee, C. H., Wyman Roth, N. E., Li, K., Γetinkaya-Rundel, M., & Canelas, D. A. (2017). Understanding the massive open online course (MOOC) student experience: An examination of attitudes, motivations, and barriers. Computers & Education, 110, 35β50. https://doi.org/10.1016/j.compedu.2017.03.003
Muilenburg, L. Y., & Berge, Z. L. (2005). Student barriers to online learning: A factor analytic study. Distance Education, 26(1), 29β48. https://doi.org/10.1080/01587910500081269
Wombacher, K. A., Harris, C. J., Buckner, M. M., Frisby, B., & Limperos, A. M. (2016). The effects of computer-mediated communication anxiety on student perceptions of instructor behaviors, perceived learning, and quiz performance. Communication Education, 66(3), 299β312. https://doi.org/10.1080/03634523.2016.1221511
William, O., Rebecca, E., & Joseph, M. (2010). The challenges distant students face as they combine studies with work : The experience of teachers pursuing tertiary distance education at The University of Cape Coast, Ghana. Malaysian Journal of Distance Education, 12(1), 13β35.
