Journal of Interdisciplinary Cycle Research ISSN NO: 0022-1945

Effect of Lockdown on Generation-Z during Covid-19: A

Study of Punjab
1Rajesh Nitharwal, 2Aaliya Ashraf, 3Sushant Gupta
1M.B.A Scholar, Lovely Professional University, Jalandhar, Punjab

2M.B.A Scholar, Lovely Professional University, Jalandhar, Punjab

3Assistant Professor, Lovely Professional University, Jalandhar, Punjab

1
Corresponding Author: rajeshnitharwal7@gmail.com

Abstract
The study was conducted to assess the impact of online learning on the learning status and
physical and mental health of students of all the private universities in the state of Punjab.
The coronavirus pandemic is having a huge impact on Global as well as Indian education
system because it has enforced a worldwide lockdown and millions of learners throughout the
world has stopped to move and all the educational activities stopped learning online is a need
for continuation of educational activities in all institutes around the India. To assess the
impact of online learning on students an online survey was conducted throughout all the
private universities in Punjab. A questionnaire link using Google Form was sent to the
students through watsapp and E-mail. A total of 395 students provided information through
the survey. Simple percentage distribution was used to assess the impact of online learning on
learning status and physical and mental health of students. During the lockdown period
around 65.7% students were involved in online learning. Students have faced many problems
related to device and network, contact hours with teacher, presentation and lecture delivery
etc. consistent use of online resources has also results into depression and anxiety in some
students, besides this many students have also complained about physical ailments like
watery eyes, headache, dizziness etc. the study suggests a very strong participation of the
Government so as to create a well-developed infrastructure for online studies. Strategies are
needed to take enough steps that will help in ensuring mental and physical well-being of
students.

Keywords: Covid-19, Lockdown, Undergraduate, Postgraduate, Online learning, Physical

health, Mental health, Punjab.

Volume XIII, Issue II, February/2021 Page No:1311

Journal of Interdisciplinary Cycle Research ISSN NO: 0022-1945

1. INTRODUCTION
‘‘Never before have we witnessed educational disruption on such a large scale’’
Audrey Azoulay (2020).
The Novel Coronavirus first appeared in late December 2019 in Wuhan, Hubei, China. The
first outbreak of COVID-19 in Wuhan spread quickly, impacting parts of China. World
Health Organization suggested the official name of the virus as COVID-19 and declared
COVID-19 as a pandemic on March 11th, 2020 (WHO, 2020).

The coronavirus pandemic is having a huge impact on Global as well as Indian education
system. Indian government began making decisions to protect Students from COVID-19
soon. However, as a result of the decisions taken by our Governments to close educational
institutions, schools and colleges throughout India, it announced the cancellation or
rescheduling of their exam dates (Jena, 2020). So, this disease could make a significant
difference in the field of traditional education in terms of the use of technology as a learning
tool (Babu and Ramaswamy, 2020). It is a tough call to send students back to schools,
colleges, universities and other educational institutions (Gupta, 2020). Graduation classes,
resorting to various online platforms, have been established in many institutions (Khullar,
2020). Online classes have become a major means of delivering not only private but also to
government institutions (Jha, 2020). The teachers teach and assign work to students via
presenting video conference presentations using different apps (Sen, 2020).
The current study is focusing on the change in the behavior of Generation-Z because of E-
learning which is a new normal due to the pandemic Covid-19. Generation Z (or Gen Z for
short) is widely recognized as having been born between 1996 and 2015. Generation Z
possesses the characteristics of more tolerance and responsibility and they are also more
socially aware and is also known to be digital natives and tech-reliant (Seemiller, 2017).
(Hampton et al., 2016) also highlighted that Generation Z students are the first who are born
in the world where technology is used more. In the research done by the (Cilliers, 2017)
which highlights that the Generation Z is more inclined towards the Visual forms of learning
and replacing communication with interaction. There is an increase in spending time on
internet by Gen -Z and this change in behavior will start affecting their health (Gupta, 2020).

Throughout the world the campuses are closed and teaching and learning has gone online
(Jena, 2020). The students from India, who went to USA or Europe to pursue their higher

Volume XIII, Issue II, February/2021 Page No:1312

Journal of Interdisciplinary Cycle Research ISSN NO: 0022-1945

education, will now target top Indian Institutions like BITS, Jindal, and Ashoka etc. (Saxena,
2020).
Clearly the pandemic has impacted the generation Z and led them to rethink their plans for
what to do when they graduate from high school (Delgado, 2020). Generation Z is more tech-
savvy education however is the main pain point for this generation (Veltheim, 2020). With
the unpredictability about the return to real time schooling, the long-term concerns are
growing (Clay, 2020). This resistant generation will have to make difficult decisions like
taking a gap year before college or going to a community college instead of attending their
dream institution (Mull, 2020).
Pandemic has restricted movement of people and generation Z is no exception to it. This can
lead to frustration and boredom and also the feelings of sadness, anxiety, confusion, anger,
uncertainty and stress (Ahuja, Davis 2020). Excess screen time creates attention deficit, and
extreme mood swings in children, which in turn disturbs learning capabilities (Rana, 2020).
Escalating aggressive behavior can also be a sign of screen time addiction in kids (Lorenz,
2019).

2. REVIEW OF LITERATURE
In view of the emerging academic profile of the Gen Z (Seemiller et.al, 2016) in their study
found them to be loyal, thoughtful, compassionate, open-minded, and responsible. The Gen Z
students often referred to as digital natives (Dauksevicuite et.al, 2016) is the first generation
to be born in a globally connected world wherein they live and breathe technology. In year
2020 the world got affected by the COVID -19 pandemic which changed the face of world.
According to (Khalili, 2020) online education is becoming the new normal in academia, but
it is a development that might cause a conundrum to some. A major portion of students has
started using different platforms for online learning, but still majority of them are facing
obstacles in E-learning reveals a research done in West Bengal (Kapasia et.al, 2020). In the
context of COVID-19 if the pandemic stretches it is important to make some efforts in the
direction of improving online platforms (Jena, 2020). There are issues with technology
access and use as well (Livari et.al, 2020). (Gonzalez, 2020) highlights in the study a
positive effect of COVID-19 confinement on students. It was also further highlighted by
(Raju, 2020) that the online education is not a substitute it is only a support to classroom
teaching and other methodologies. With respect to the state of Punjab the number of
undergraduate and postgraduate students in Punjab is increasing slightly and it’s affecting

Volume XIII, Issue II, February/2021 Page No:1313

Journal of Interdisciplinary Cycle Research ISSN NO: 0022-1945

education very drastically as real time learning is stopped now for some time(Mohapatra,
2020). Proper infrastructural facilities should be provided to the educational institutions that
can regulate the digital learning process (Kapasiya et.al, 2020). (Sapkota, 2020) highlights
that there are some prerequisites of E-Learning like internet and smartphone because of the
lack of these resources there is a decrease in the level of motivation and participation.
Government has launched various e-learning platforms to provide uninterrupted Learning
(Jena, 2020). (Sashikala and Yarriswamy, 2020) concluded that the lockdown has
significantly impacted the learning status of students in a negative way. Similarly, (Jena,
2020) concluded that students learning is greatly impacted because of lockdown and
government should explore more and more digital technologies to cope up with the current
crises. In India, when we are not even ready for this crisis, the sudden shift without planning
in Online learning has created students to become a passive learner because the changing
format (Indiatoday, 2020). As per a report by (Tamanna, 2020) some subjects like Math,
Practical subject etc. requires practical exposure and one-on-one interaction with students, so
it becomes very difficult for students to understand, that can be achieved by practical
exposure. (Hyseni and Hoxha, 2020) shows that the lockdown has affected student academic
performance with both positive and negative aspects using factors related to family,
environment, concentration and lack of attention during e-classes. (Sashikala et.al, 2020),
Their study shows that students find it difficult to pay attention in e-classes, but on the other
hand they found that e-learning is great opportunity for them to draw attention from this
pandemic and to adapt with technologies at higher level. Though the actual performance and
quality of education is yet to be determined (Rajhans et.al, 2020) through variables like
participation in class, assessments in online environment and online teaching tool. (Sahu,
2020) noted that shifting from real to online classes is going to be challenging for the students
and it will also be difficult for few faculties to cope up with digital mode of learning.

Talking about the health, in one study conducted by (Zheng .et.al, 2016) in Beijing wherein
the 14 variables were considered for physical health, it was found that most common
complaints were dry eyes, declining eyesight and cervical pain succeeded by skin worse,
headache, lumbar pain, decreased sleep quality, decreased anti-fatigue capability and hair
greasy, then weight gain, fingers numbness, hair loss, wrist pain. In a similar study conducted
by (Halupa, 2016) in USA found that the use of online platforms is one of the factors
resulting to increased weight and obesity. In yet another study conducted by (Hellström,
2013) it was concluded that consistent periods of screen related activities lead to sustained

Volume XIII, Issue II, February/2021 Page No:1314

Journal of Interdisciplinary Cycle Research ISSN NO: 0022-1945

muscle tension and lack of recovery. In India many doctors have stated that lack of right
posture during online classes can result in extreme pain in back, shoulders and neck muscles
caused due to straining for long periods of time (Mehdi, 2020). Further it has been found that
over use of screens has resulted in blocking the neurological transmissions in the brain
affecting the physical nourishment of the children (Ali, 2020). Over use of technology has
resulted in failure of children to reach growth standards and decreased motor development
and decreased sensory stimulation (Halupa, 2016). Increased screen time also results in
stress, tingling sensations, headaches, muscle fatigue, eye problems and decreased
performance because of wrong posture (Mehdi, Singh, 2020).
Along with physical health, students have also started facing mental health issues (Thomee
.et .al, 2011) found in the study that there is a negative effect on mental health because of the
overuse of mobile phones. (Akashe .et. al, 2014) found that interpersonal sensitivity,
obsessive-compulsive disorder, and depressive disorder as a result of the behavior of mobile
phone addiction. (Rehman .et .al, 2020) found in their study that students and researchers
have a moderate level of anxiety.

3. RESEARCH GAP, SCOPE AND OBJECTIVE OF THE STUDY

3.1 RESEARCH GAP

The ongoing research is focusing on the impact of lockdown on learning status and on the
physical and mental health of Gen Z .The existing research papers are only focusing on the
change in the learning status of students because of online classes but are not focusing much
on the impact on health because of E-learning. So, to fill the gap, we have selected the topic.
3.2 Objective of the Study
The main objectives of this research are as follows:

1. To study the impact of Lockdown on Learning Status of undergraduate and postgraduate

students.
2. To study the impact of online learning on Mental and Physical health of undergraduate
and postgraduate students.

3.3 Need and scope of study

The purpose of this study is to find out the impact of pandemic on the learning of Generation
– Z. The study has been conducted considering the state of Punjab. All the private
universities in the Punjab region have been considered for this study. The study is focused on
finding out the impact of pandemic on learning status, physical and mental health of students.

Volume XIII, Issue II, February/2021 Page No:1315

Journal of Interdisciplinary Cycle Research ISSN NO: 0022-1945

4. RESEARCH METHODOLOGY
4.1 Research Methodology

The study is done in a descriptive way. With the help of Research Methodology, the study is
explained by using a wide range of research methods to investigate different variables.
Sources of data
The study contains the primary data. The data has been collected through survey with the
help of questionnaire, wherein the respondents were asked several questions about the impact
of the pandemic on the learning and about the impact of online learning on physical and
mental health of students. Attributes are measured on a 5-point Likert-type scale ranging
from 1 (strongly disagree) to 5 (Strongly agree). Close ended questions are used to frame the
questionnaire.
Area of research
The survey will be conducted among the students of all the private universities of Punjab.
Sample size:
Total number of private universities in Punjab is 16. So, the average population of students in
these universities is about 220000. On using the Solvins formula 384 is our sample size given
the size of population.

5. RESULTS AND DISCUSSION

5.1 Participant’s characteristics

Table 1: Characteristics of Participants

Characteristics Frequency (395) Percent (%)

Age of Students
15-20 92 23.2
20-25 303 76.8
Gender
Male 261 66
Female 134 34
Course Enrolled
Under Graduate 203 51.6
Post Graduate 192 48.4
Ever attended online classes
Yes 211 53.4
No 184 46.5
Mode of Learning
Online 261 65.7
Textbook 18 4.8
Both 116 29.5

Volume XIII, Issue II, February/2021 Page No:1316

Journal of Interdisciplinary Cycle Research ISSN NO: 0022-1945

Table 1 depicts the profile of the study participants. Out of 395 students 76.3% are aged
between 20-25 years and remaining lie in the age bar of 15-20 years. Most of the students are
males (66%). The majority of the students are undergraduates (51.6%). Due to the ongoing
pandemic most of the students resorted to online classes and majority of the students (53.4%)
had attended online classes before this pandemic. Online learning has been the mostly used
mode of learning for the students (65.7%).

5.2 Impact on Learning Status of students

Table 2: Impact of Online classes on Learning Status of Students

Under Graduate Post Graduate

Learning status Variables
Frequency Percent (%) Frequency Percent (%)
Device and network
Unsatisfied 79 39 92 48
Neutral 53 26 44 22.9
Satisfied 71 35 56 29.2
Learning resources and
teaching effort
Unsatisfied 76 37.4 56 29.2
Neutral 68 33.5 81 42.2
Satisfied 59 29 55 28.7
Affectivity and Credibility
of course content
Unsatisfied 87 42.9 55 28.6
Neutral 56 27.6 72 37.5
Satisfied 60 29.5 65 33.9
Contact hours with Teacher
Unsatisfied 81 39.9 60 31.2
Neutral 59 29.1 82 42.7
Satisfied 63 31 50 26
Presentation and Lecture
delivery
Unsatisfied 78 38.4 80 41.7
Neutral 64 31.5 49 25.5
Satisfied 61 30.1 63 32.8
Teacher’s response
Unsatisfied 84 41.4 64 33.3
Neutral 53 26.1 66 34.4
Satisfied 66 32.5 62 32.3
Content of Technical and
Practical subjects
Unsatisfied 92 45.3 74 38.6
Neutral 52 25.6 76 39.6
Satisfied 59 29.1 42 21.9
Technical support from
University
Unsatisfied 84 41.4 77 40.1
Neutral 64 31.5 62 32.3
Satisfied 55 27.1 53 27.6

Volume XIII, Issue II, February/2021 Page No:1317

Journal of Interdisciplinary Cycle Research ISSN NO: 0022-1945

Placement services
Unsatisfied 101 49.7 94 48.9
Neutral 69 34 58 30.2
Satisfied 33 16.3 40 20.8
Overall experience
Unsatisfied 87 42.8 74 38.6
Neutral 71 35 72 37.5
Satisfied 45 22.1 46 23.9

Table 2 shows the impact of online classes on the learning status of students. Most of the UG
level students are not satisfied with the device and network that they were using during online
classes (39%). same is case with PG level students the percentage in their case is even more
(48%). Most of the UG level students have shown their dissatisfaction towards the
availability of teaching resources and teaching efforts put in by teachers during online classes
(37.4%). However, on the contrary most of the PG level students have expressed a neutral
opinion about the same (42.2%). Many doubts have been there about the affectivity and
credibility of course content in the minds of the students. Majority of UG level students are
dissatisfied with the affectivity and credibility of course content during online classes
(42.9%). On the other hand, PG students have given a neutral response on this aspect
(37.5%). Contact hours with teachers during online classes have been a talk of the town
among the student community. Majority of the UG students have expressed their
dissatisfaction with respect to contact hours (39.9%). However, majority of the PG students
have given a neutral response on this aspect (42.7%). presentation and lecture delivery form
the essence of the teaching learning process. Majority of UG students have shown
dissatisfaction on this front (38.4%). PG level students have also shown their dissatisfaction
on this very aspect (41.7%). Teacher’s response is of utmost importance not only in offline
but online classes as well. Most of the UG students are dissatisfied with the response of
teachers during online classes (41.4%). However, on the contrary most of the PG students
have given neutral response on the same (34.4%). Practical subjects have been worst hit by
the online classes. Most of the UG students have expressed their dissatisfaction about the
content of technical and practical subjects during online classes (41.4%). On the other hand,
PG level students have a neutral opinion about the same (39.6%). Majority of the UG level
students are dissatisfied with the kind of technical support provided to them by their
university (41.4%). PG level students have responded in a similar fashion on this aspect
(40.1%). Placements have also suffered a lot due to the pandemic. Majority of UG level
students are dissatisfied with the placement services provided to them by university (49.7%).

Volume XIII, Issue II, February/2021 Page No:1318

Journal of Interdisciplinary Cycle Research ISSN NO: 0022-1945

this is same for PG level students as well. Most of them are not satisfied with the placement
services (48.9%). Overall experience of online classes of the majority of UG students is non-
satisfactory (42.8%). The PG level students have same opinion as that of UG level students.
Most of them are not satisfied with online classes (38.6%).

5.3 Impact on Physical Health of students

Table 3: Impact of Online classes on Physical Health of Students

Physical Health Under Graduate Post Graduate

Variables
Frequency Percent (%) Frequency Percent (%)
Watery Eyes
Disagreed 35 17.2 37 19.3
Neutral 30 14.8 58 30.2
Agreed 138 68.0 97 50.5
Itchy Eyes
Disagreed 30 14.8 27 14.1
Neutral 42 20.7 58 30.2
Agreed 131 64.5 107 55.7
Dizziness
Disagreed 34 16.7 36 18.8
Neutral 56 27.6 56 29.2
Agreed 113 55.7 100 52.1
Neck Stiffness
Disagreed 33 16.3 21 10.9
Neutral 48 23.6 60 31.3
Agreed 122 60.1 111 57.8
Headache
Disagreed 32 15.8 32 16.7
Neutral 56 27.6 55 28.6
Agreed 115 56.7 105 54.7
Numbness in Legs
Disagreed 34 16.7 35 18.2
Neutral 67 33.0 60 31.3
Agreed 102 50.2 97 50.5
Ears Pain
Disagreed 32 15.8 34 17.7
Neutral 46 22.7 55 28.6
Agreed 125 61.6 103 53.6
Muscle Spasm
Disagreed 29 14.3 33 17.2
Neutral 56 27.6 60 31.3
Agreed 118 58.1 99 51.6

Volume XIII, Issue II, February/2021 Page No:1319

Journal of Interdisciplinary Cycle Research ISSN NO: 0022-1945

Table 3 depicts the impact of online learning on the physical health of students. Most of the
students (both UG and PG level) agree that they suffered from watery eyes during online
classes (68.0%, 50.5% respectively). An itchy eye has been a common problem reported by
students. Most of the UG level students agree that they suffer from itchy eyes (64.5%). Same
has been reported by majority of PG level students as well (55.7%). Majority of UG students
have reported feeling dizziness during online classes (55.7%). Majority of PG level students
have agreed to the same (52.1%). Neck stiffness is another health issue that has been reported
frequently by students. Majority of UG students agree that they feel stiffness in neck during
online classes (60.1%). Majority of PG students have agreed to the same (57.8%). Increased
screen time results in headaches. Majority of UG level students have reported headache
(56.7%). Same has been reported by majority of PG students as well (54.7%). Most of the
students (both UG and PG level) have complained about feeling numbness in legs during
online classes (50.2%, 50.5% respectively). Consistent use of headphones results in pain in
ears. Most of the UG level students have reported this (61.6%). Similar complains have been
reported by PG students (53.6%). Majority of the PG students have reported about the
muscle spasm during online classes (58.1%). Majority of the PG level students agree to the
same (51.6%).

Volume XIII, Issue II, February/2021 Page No:1320

Journal of Interdisciplinary Cycle Research ISSN NO: 0022-1945

5.4 Impact on Mental Health of students

Table 4: Impact of Online classes on Mental Health of Students

Mental Health Under Graduate Post Graduate

Variables Frequency Percent (%) Frequency Percent (%)
Interest in Online classes
Disagreed 77 37.9 73 38.0
Neutral 53 26.1 54 28.1
Agreed 73 36.0 65 33.9
Nervous and Anxious
Disagreed 66 32.5 53 27.6
Neutral 81 39.9 83 43.2
Agreed 56 27.6 56 29.2
Annoyed or Irritable
Disagreed 40 19.7 46 24.0
Neutral 71 35.0 61 31.8
Agreed 92 45.3 85 44.3
Worrying
Disagreed 54 26.6 46 24.0
Neutral 67 33.0 59 30.7
Agreed 82 40.4 87 45.3
Difficulty in Sleeping
Disagreed 64 31.5 49 25.5
Neutral 51 25.1 62 32.3
Agreed 88 43.3 81 42.2
Refreshed after Sleeping
Disagreed 65 32.0 41 21.4
Neutral 62 30.5 66 34.4
Agreed 76 37.4 85 44.3
Rejection Fear
Disagreed 62 30.5 51 26.6
Neutral 65 32.0 67 34.9
Agreed 76 37.4 74 38.5
OCD
Disagreed 70 34.5 47 24.5
Neutral 65 32.0 54 28.1
Agreed 68 33.5 91 47.4
Poor Concentration
Disagreed 59 29.1 42 21.9
Neutral 61 30.0 67 34.9
Agreed 83 40.9 83 43.2
Poor Appetite
Disagreed 57 28.1 36 18.8
Neutral 66 32.5 75 39.1
Agreed 80 39.4 81 42.2

Volume XIII, Issue II, February/2021 Page No:1321

Journal of Interdisciplinary Cycle Research ISSN NO: 0022-1945

Table 4 shows the impact of online classes on the mental health of students. Majority of the
UG students lack interest in online classes (37.9%). Most of the PG level students share
same opinion as that of UG students (38.0%). Majority of UG students have given a neutral
response to feeling nervous and anxious during online classes (39.9%). Majority of PG
students have given same response on this (43.2%). Most of the UG students reported being
annoyed and irritated due to online classes (45.3%). Same has been reported by majority of
PG students as well (44.3%). Most UG students have reported a sense of worrying due to
online classes (40.4%). Same has been reported by majority of PG level students (45.3%).
Most students have complained about sleeping issues during the pandemic. Most of the UG
students have reported about facing difficulty in sleeping (43.3%). Majority of PG students
have reported the same (42.2%). Majority of UG students have complained about poor
concentration during online classes (40.9%). Same has been reported by most of the PG level
students (43.2%). Majority of UG students have reported poor appetite (39.4%). Most of the
PG students have agreed to this (42.2%).

5.5 Student’s opinion regarding online classes

Table 5: Opinion regarding Online classes

Opinion Frequency (395) Percent (%)

Adverse Impact on learning due to online classes
compared to regular classes.
Yes 331 83.8
No 64 16.2
Regular classes should be resumed soon as
possible as online teaching is not that effective.
Yes 338 85.5
No 57 14.5

Table 5 depicts the opinion of students about online classes. Most of the students are of the
opinion that learning has been adversely impacted due to online classes (83.8%). Given the
academic loss that students have suffered due to online classes. Most of the students want that
regular classes be resumed as soon as possible. As they believe that online classes are doing
no good to them (85.5%).

Volume XIII, Issue II, February/2021 Page No:1322

Journal of Interdisciplinary Cycle Research ISSN NO: 0022-1945

6. CONCLUDING REMARK
The lockdown due to the pandemic has caused unprecedented academic disruptions. The
present study assessed the impact of the online learning on the learning status and physical
and mental health of the UG and PG students of all the private universities in the state of
Punjab. Almost all the universities resorted to online classes and majority of students have
been taking online classes. But most of the students have expressed their dissatisfaction
towards the online learning. Besides this majority of the students have reported various kinds
of physical and mental health issues caused due to the online classes and continuous
detachment from their social circles. Our study has suggested the following recommendations
to the government authorities, policy makers and the universities:

• A uniform plan for all the universities is the need of the hour especially during the
events like the ongoing pandemic.
• Government needs to invest more in the area of digitizing the education, so that all the
students are able to assess the online studies equally.
• The necessary training should be provided to the teachers so that they are well
equipped to deal with any kind of unexpected event. More tech savvy teachers are the
need of the hour.
• An open source of digital learning should be made available to all the students, so that
all students are able to afford online learning.
• Well thought strategies need to be formulated to build a strong education system that
can withstand any unprecedented event like the ongoing pandemic.
• The loopholes in the education system especially in the area of infrastructure should
be looked into and a timely action can really work wonders.

Volume XIII, Issue II, February/2021 Page No:1323

Journal of Interdisciplinary Cycle Research ISSN NO: 0022-1945

7. IMPLICATIONS

The study has tried to find out the impact of online learning due to COVID-19 on the learning
status, physical and mental health of students. On analyzing the data that was collected with
the help of questionnaire it was discovered that students are not satisfied with the online
classes. Moreover, they are also facing some physical and mental ailments due to online
classes. An effective online learning depends on the course content, its design and interaction
between a student and teacher. The findings from the research suggest that a well-developed
digital infrastructure in the education sector is the need of the hour and policy framework that
can inculcate the digital acumen in the teachers is required. The education system needs to be
designed in such a manner so that the unnecessary pressure on the minds of students can be
removed. The new educational policy is a step towards better and insightful teaching and
learning practices. There needs to be a uniform educational policy governing all the colleges
and universities throughout the country so that all students are on a level playing field. Lastly
a lot of work needs to be done in the education sector in order to deal with uncertainties like
the one that we are facing at this point in time so that the negative impact on teaching and
learning can be reduced.

REFRENCES
▪ Babadi-Akashe, Z., Zamani, B. E., Abedini, Y., Akbari, H., & Hedayati, N. (2014). The
relationship between mental health and addiction to mobile phones among university
students of Shahrekord, Iran. Addiction & health, 6(3-4), 93.
▪ Babu, S., & Ramaswamy, R. (2020, May). New Directions in Higher Education in India
after COVID-19. Retrieved from Confluence (Indian Academy of Science):
http://confluence.ias.ac.in/
▪ COVID-19 Impact on Education. (2020). Retrieved from UNESCO Website:
https://en.unesco.org/covid19/educationresponse/
▪ Demuyakor, J. (2020). Coronavirus (COVID-19) and online learning in higher
institutions of education: A survey of the perceptions of Ghanaian international students
in China. Online Journal of Communication and Media Technologies, 10(3), e202018.
▪ Gonzalez, T., de la Rubia, M. A., Hincz, K. P., Comas-Lopez, M., Subirats, L., Fort, S., &
Sacha, G. M. (2020). Influence of COVID-19 confinement on students’ performance in
higher education. PloS one, 15(10), e0239490.

Volume XIII, Issue II, February/2021 Page No:1324

Journal of Interdisciplinary Cycle Research ISSN NO: 0022-1945

▪ Gupta , V. (2020, september 22). Isobar-Ipsos #MeetTheZ Survey shows tectonic shift in
priorities of Gen Z during pandemic. Retrieved from Best Media Info website:
https://bestmediainfo.com/2020/09/isobar-ipsos-meetthez-survey-shows-tectonic-shift-in-
priorities-of-gen-z-during-pandemic/

▪ Gupta, A., & Goplani, M. (2020). Impact of COVID-19 on (Placeholder1)Educational

Institution in India. Purakala Journal U (CARE Listed), 31(21).
▪ Gupta, S. (2020, May). The Impact of the coronavirus SARS-CoV-2 on the Education
Sector in India. Retrieved from Confluence (India Academy of Science):
http://confluence.ias.ac.in/
▪ Halupa, C. RISKS: THE IMPACT OF ONLINE LEARNING AND TECHNOLOGY ON
STUDENT PHYSICAL, MENTAL, EMOTIONAL, AND SOCIAL HEALTH.
▪ Hellström, C. (2013). Online gaming in relation to negative consequences and ill health
among adolescents (Doctoral dissertation, Tryckeriet Västmanlandssjukhus).
▪ HOW COVID 19 WILL AFFECT THE INDIAN EDUCATION SYSTEM. (2020).
Retrieved from Study Abroad Life Website: https://www.studyabroadlife.org/how-covid-
19-will-affect-the-indian-education-system/
▪ Hyseni Duraku, Zamira & Hoxha, Linda. (2020). The impact of COVID-19 on higher
education: A study of interaction among students' mental health, attitudes toward online
learning, study skills, and changes in students' life.
▪ JENA, D. P. K. (2020). Impact of Covid-19 on higher education in India.
▪ Jena, P. K. (2020). Impact of Covid-19 on higher education in India. International Journal
of Advanced Education and Research (IJAER), 5.
▪ Jena, P. K. (2020). Impact of pandemic COVID-19 on education in India.
▪ Jena, Pravat Kumar. "Impact of pandemic COVID-19 on education in India."
International Journal of Current Research (IJCR) 12 (2020).
▪ Jha, J. (2020, May). ‘New’ Directions in Higher Education in India after COVID-19.
Retrieved from Confluence: http://confluence.ias.ac.in/
▪ Kanodia, P. (2020, June 5). Decoding COVID-19 Impact on Indian Education. Retrieved
from BWEducation Website: http://bweducation.businessworld.in/article/Decoding-
COVID-19-Impact-On-Indian-Education-/05-06-2020-194419/
▪ Kapasia, N., Paul, P., Roy, A., Saha, J., Zaveri, A., Mallick, R., ... & Chouhan, P. (2020).
Impact of lockdown on learning status of undergraduate and postgraduate students during
COVID-19 pandemic in West Bengal, India. Children and Youth Services Review, 116,
105194.
▪ Khullar, D. (2020, May 25). The straggering impacts of covid-19 on higher education.
Retrieved from Punjabtribune website: http://www.punjabtribune.com/news/207121-the-
staggering-impacts-of-covid-19-on-higher-education.aspx
▪ Livari, N., Sharma, S., & Ventä-Olkkonen, L. (2020). Digital transformation of everyday
life–How COVID-19 pandemic transformed the basic education of the young generation

Volume XIII, Issue II, February/2021 Page No:1325

Journal of Interdisciplinary Cycle Research ISSN NO: 0022-1945

and why information management research should care? International Journal of

Information Management, 102183.
▪ Mohapatra, A. K. (2020). Impact of Covid-19 on Higher Education. Retrieved from
Questia Website: https://www.questia.com/library/journal/1P4-2434244158/editorial-
impact-of-covid-19-on-higher-education
▪ Mull, Amanda. 2020. “Generation C Has Nowhere to Turn.” The Atlantic. April 13.
https://www.theatlantic.com/health/archive/2020/04/how‐coronavirus‐will‐change‐young‐
peoples‐lives/609862. [Google Scholar].
▪ Rajhans, V., Memon, U., Patil, V., & Goyal, A. (2020). Impact of COVID-19 on
academic activities and way forward in Indian Optometry. Journal of Optometry.
▪ Sahu, P. (2020). Closure of universities due to Coronavirus Disease 2019 (COVID-19):
impact on education and mental health of students and academic staff. Cureus, 12(4).
▪ Seemiller, C., & Grace, M. (2017). Generation Z: Educating and engaging the next
generation of students. About Campus, 22(3), 21-26.
▪ Sen, S. (2020, May). Post-COVID Higher Education – a perspective. Retrieved from
Confluence (Indian Academy of Science: http://confluence.ias.ac.in/
▪ Shashikala, G. M., & Yarriswamy, M. C. Analysis of Impact of COVID-19 Lockdown on
Higher Education in India.
▪ Tamanna. (2020, July 28). COVID-19 Impact on Students. Retrieved from Inventiva
Website: https://www.inventiva.co.in/
▪ Thomée, S., Härenstam, A., & Hagberg, M. (2011). Mobile phone use and stress, sleep
disturbances, and symptoms of depression among young adults-a prospective cohort
study. BMC public health, 11(1), 66.
▪ Timeline: WHO's COVID-19 response. (2020). Retrieved from WHO Website:
https://www.who.int/emergencies/diseases/novel-coronavirus-2019/interactive-timeline#!
▪ Zheng, Y., Wei, D., Li, J., Zhu, T., & Ning, H. (2016). Internet use and its impact on
individual physical health. IEEE Access, 4, 5135-5142.

Volume XIII, Issue II, February/2021 Page No:1326