UNIVERSITI KUALA LUMPUR

BUSINESS SCHOOL

EIB 11103
BUSINESS STATISTIC

TITLE OF ASSIGNMENT:
ONLINE DISTANCE LEARNING PROBLEMS AMONG UNIKL STUDENTS
DURING PANDEMIC COVID-19

GROUP:
ME10

PREPARED BY:
Group 4:

NAME STUDENT ID

AMAL BINTI AZHAM 62211119154

ANIS SOFIA BINTI BAHARIN 62211119018

NAJWA FADHILAH BINTI OTHMAN 62212219178

SITI NOOR DASHIMA BINTI OMAR 62211119228

PREPARED FOR:
DR ABBAS F. MUBAREK AL KARKHI

SUBMISSION DATE:
18TH MAY 2021
Table of Contents

1.0 Abstract 3

2.0 Introduction 4-5

3.0 Material and Methods 6-9

4.0 Result and Discussion 10-31

5.0 Conclusion 32

6.0 Recommendations 33-34

References 35

Questionnaire 36-38

2
1.0 ABSTRACT

Distance education, or distance learning, is a field of education that depends on the

Information technology, and instructional systems that plan to provide learning to students
who are physically not present in a class room setting. In stead of attending courses
personally, teachers and students communicate at times of their convenience and choosing
and exchange printed or electronic material through any suitable technology. During this
pandemic, where Online Distance Learning is a new implementation to students, there has
been a lot of problems that students are facing. A conducted research based on the body of
literature in stress management has found that students agree that good time management will
improve online distance learning. This study aims to investigate the problems that caused
students having a hard time during Online Distance Learning (ODL) among undergraduate
students in UniKL Business School, and use the data received to analyse the information
specifically. For this study, a total of 30 undergraduate students from UniKL Business School
were interviewed to answer a given questionnaire. Using the standard deviation method, it is
found that most of the answer given by the respondents in this survey are confirmed by
statistical measurements.

3
2.0 INTRODUCTION

Distance education, or distance learning, is a field of education that depends on the

Information technology, and instructional systems that plan to provide learning to
students who are physically not present in a class room setting. In stead of attending
courses personally, teachers and students communicate at times of their convenience and
choosing and exchange printed or electronic material through any suitable technology.

Online education can be as recognized as a tangible and interactive learning

experience through which students can earn even a doctoral degree. Virtual classrooms
use the internet to have a mutual multimedia experience where one can have video
conferences, video lessons and other stimulating learning prospects. Concept of distant
learning is not new as it was University of London that first offered distance learning
degrees, establishing its External Program in 1858

Distance learning is the delivery of instruction and the fulfillment of course work
from remote locations; allowing instructors and students to interact without being in the
same place. New technologies have made distance learning an increasingly popular
option for institutions and students alike. The Internet, e-mail, video conferencing, and
other interactive systems allow schools to experiment with unique modes of teaching and
learning, use resources that do not reside on their own campuses, and attract faculty and
students who are far from campus or cannot travel to campus very often.

The problem arises with Online Distance Learning amongst UNIKL Students is the
good access of internet, low self motivation, no time management skills, financial
problems and no access to desktop/laptop.

4
PROBLEM STATEMENT
Online Distance Learning has affected UNIKL students who are currently seeking
knowledge. The aim of this study is to analyse the relationships between potential
problem factors that are coming from ODL among UniKL Business School students
and suggest the suitable solutions.

OBJECTIVE
i. To find out why the number of students who dropped out from the university
increases every year especially UniKL Business School students.
ii. To analyse the problem of implementing ODL in UniKL Business School
students.

5
3.0 MATERIAL AND METHODS
In this section, the description on the data will be explained. This includes the population and
sample of the study, statistical technique used and data collection method.

3.1 POPULATION
Students of University Kuala Lumpur Business School based on their age, gender,
semester, programs and community area.

3.2 SAMPLING FRAME

List of students involve from age 21 to 27 years old, comprise of 11 male and 19
females. All of the sampling are students from 1st semester to the final semester. They
are taking Accounting, Islamic Finance, International Business, and Management and
Entrepreneurship program. They are living in urban, suburban and rural.

3.3 SAMPLE
30 students of University Kuala Lumpur Business School.

3.4 STATISTICAL TECHNIQUE

Measures of Variations: Mean, Variance and Standard Deviation.

3.5 PROCESS
We carried out a survey which involve the questionnaire through the University Kuala
Lumpur Business School students. The questionnaires are distributed to 30 students
base on different age, gender, semester, program and community area.

3.6 COLLECTION METHOD

The research method used in this survey is quantitative method which emphasize on
the objective measurement and statistical or numerical analysis of data collected via
questionnaires by manipulating pre-existing statistical data using statistical
techniques. In addition, the quantitative research also based on numerical form in
which the collected data can be constructed into raw data tables and graph or chart
that able to be analyze. The survey was conducted online through social media or
internet browser. The respondent will be required to answer the questionnaire in the
provided google document using any device i.e. smartphone, laptop etc.

6
3.7 DEMOGRAPHIC DATA

AGE
10
9
8
7
6
5
4
3
2
1
0
20 21 22 23 24 25 26 27

AGE

Bar chart 1 shows the ages of the respondents.

Bar chart 1 shows that the highest respondents were students from age 22 with 30%
(9) while the lowest respondents were from age 26 with 0% (0). 6.67% (2) each from
age 20 and 25, 16.67% (5) from age 21, 26.67% (8) from age 23, 10% (3) from age 24
and 3.33% (1) from age 27.

GENDER

36.67%

63.33%

MALE FEMALE

Bar chart 2 shows the gender of the respondents.

Bar chart 2 shows that the highest respondents were students from female with
63.33% (19) while the lowest respondents were from gender male with 36.67% (11).

7
 SEMESTER
9
8
7
6
5
4
3
2
1
0
1 2 3 4 5 6 7 8

SEMESTER

Bar chart 3 shows the semester of the respondents.

Bar chart 3 shows that the highest respondents were students from Semester 5 with
26.67% (8) while the lowest respondents were from Semester 1, 3 and 8 with 6.67%
(2) each. 10.0% (3) each from Semester 2 and 6 and 16.67% (5) from Semester 4 and
7 each.

PROGRAMS
16
14
12
10
8
6
4
2
0

PROGRAMS

Bar chart 4 shows the program taken by respondents.

Bar chart 4 shows that the highest respondents were students from Management &
Entrepreneurship program with 50% (15) while the lowest respondents were from
Accounting and Islamic Finance program with each 13.33% (4). 23.33% (7) from
International Business program.

8
 COMMUNITY AREA
20
18
16
14
12
10
8
6
4
2
0
URBAN SUBURBAN RURAL

COMMUNITY AREA

Bar chart 5 shows the community area of respondents.

Bar chart 5 shows that the highest respondents are from urban area with 60% (18)
while the lowest respondents were from suburban area with 16.67% (5). 23.33% (7)
are from rural area.

9
4.0 RESULT AND DISCUSSION

Section B: Factors Affecting Problem in Online Distance Learning (ODL)

The answers were scaled from 1-2

Answers Numerical Scale

Yes 1

No 2

Count (N): 30

Sum (Σx): 32

Σx 32
Mean (μ ¿= = = 1.067
N 30

∑∋¿ 1( xi−μ)2 (1−1.067)2+...+(2−1.067)2 1.867

Sample Variance (σ2) = = = = 0.064
n−1 30−1 29

10
Standard deviation =

= √ 0.064

σ = 0.253

The pie chart showed that the answer for Yes is confirmed with the statical measurements.
The first question in section B asks the respondents about did they have good access to the
internet while online distance learning (ODL). We found that 40% or 12 respondents selected
“Yes” and 60% or 18 respondents selected “No” from the questionnaire. This contributes to
the mean, μ of the answer to be 1.067 which is close to 1 which indicates the majority of
students agree that they do not have good access to the internet during online distance
learning. For the sample variance, s2 it is 0.064 which indicates the low level of variability
since most of the sample data are similar. This question proves that students in UniKL
Business School (UBIS) are generally having internet problems during online classes due to
several factors that will be shown in the results of the next questions.

11
The answer was scaled from 1-4

Answers Numerical scale

Low self-motivation 1

Financial problems 2

No time management skills 3

Environment 4

Count (N): 30

Sum (Σx): 47

∑ x 47
Mean (μ) = = = 1.6
N 30

∑∋¿ 1( xi−μ)2 (1−1.6) 2+...+( 4−1.6)2 8.24

Sample Variance (σ2)= = = =0.284
n−1 30−1 29

12
Standard deviation=

=√ 0.284
σ =0.533

As elaborated from the pie chart, answer 1 that is Low self-motivation is the main problem in
online learning is confirm with the statistical measurements.
Question 2 from section B is to determine the main problem facing by UniKL Business
School students during online distance learning. The respondents were given 6 answer
choices to choose from but only 4 answer choices were selected by the respondent. The four
choices of the answer have been scaled from 1-4 where each scale represents each answer.
Through our study, we found that 33.3% or 10 students facing low self-motivation as the
main problems in online distance learning, and 30% or 9 students having financial problems.
This is followed by 26.7% of respondents facing no time management skills as the main
problems and 10% of them having a problem during online learning from the learning
environment. This contribution to the mean, μof answer to be 1.6 and sample variance is
0.533 which indicates a low variation of the sample data. This question proves that most
UniKL Business School students having problems with online distance learning.

13
The answers were scaled from 1-4

Answers Numerical scale

I need to be in physical class in order for me 1

to understand the subject

I always feel sleepy studying at home 2

I need friends to study together 3

Others 4

Count (N): 30

Sum (Σx): 54

∑ x 54
Mean (μ ¿: = = 1.8
N 30

∑∋¿ 1( xi−μ) 2 (1−1.8)2+...+( 4−1.8)2 6.96

Sample variance (σ 2 ¿ : = = = 0.24
n−1 30−1 29

14
Standard deviation=

=√ 0.24

σ =0.489

The pie chart showed that answer 1, students need to be in physical class in order to
understand the subject and lectures is confirms with the statistical measurements.
Question 3 is about causal factors students have low self-motivation during online distance
learning. Respondent was given 4 answer choices and each answer has been scaled from1-4.
From the questionnaire that has been conducted 40% or 12 respondents agree that students
are more comfortable and understand in the physical class compare to online learning and
40% or 12 respondents also feel sleepy when online learning. This is then followed by the
student’s need to study with friends (10%) and others (10%). This contribution to the mean, μ
of answer to be 1.8 and sample variance is 0.24 which indicates the variability of sample data
obtained.

15
The answers were scaled from 1-3

Answers Numerical scale

Lack of budgeting and financial management skills 1

Internet data is expensive 2

Electrics bills are high when staying at home 3

Count (N): 30
Sum (Σx): 52
∑ x 52
Mean (μ): = = 1.733
N 30
∑∋¿ 1( xi−μ)2 (1−1.733) 2+...+(3−1.733)2 2.214
Sample variance (σ 2 ¿: = = = 0.0763
n−1 30−1 29
Standard deviation:

=√ 0.0763
σ =0.276

16
As elaborated from the pie charts that answer 1 (lack of budgeting and financial management
skills) is confirmed with the statistical measurements.
Question 4 is to determine factors that relate to financial issues. 66.7% or 20 respondents
agree that lack of budgeting and financial management skills are the main factors for
financial issues face by UniKL Business School students during online distance learning. The
rest of them choose expensive internet data (16.7%) and electric bills are high when staying
at home (16.7%). This contribution to the mean, μof the answer to be 1.733 and sample
variance is 0.0763 which indicates the variability of sample data is on the low side because
more than half of the respondents choose similarly answer where the main factors for
financial issues are lack of budgeting and financial management skills.

17
The answer was scaled 1-3

Answers Numerical scale

Data cannot be used when raining 1

Cannot give full attention during lecture 2

Noisy environment 3

Count (N): 30
Sum (Σx): 51
∑ x 51
Mean (μ ¿: = = 1.7
N 30
∑∋¿ 1( xi−μ)2 (1−1.7)2+...+(3−1.7) 2 2.27
Sample variance (σ 2 ¿: = = = 0.078
n−1 30−1 29
Standard deviation:

=√ 0.078
σ =0.279

18
Answer 1 (having a problem with internet connection when raining) is confirmed with the
statistical measurements.
Question 5 is to determine the factors that cause environmental problems during online
learning. The majority of respondents 40.0% or 12 of the respondents agree that having a
problem with internet connection when raining is the main factor for environmental problems
during online distance learning. The rest of them choose cannot give full attention during
lectures (33.3%) and noisy environments (26.7%). This is probably because those who have
many siblings or do not have a proper and comfortable place to study. The sample mean of
this data is 1.7 and the sample variance is close to 0 at 0.078, indicating a very low variation
of data.

19
Section C: Effects of Online Distance Learning (ODL)

The answer was scaled 1-2

Answer Numerical scale

Yes 1

No 2

Count (N): 30
Sum (Σx): 35
Σx 35
Mean ( μ ¿ : = = 1.167
N 30
∑∋¿ 1( xi−μ) 2 (1−1.167)2+...+(2−1.167)2 4.167
Sample variance (σ 2 ¿ : = = = 0.143
n−1 30−1 29
Standard deviation:

=√ 0.143
σ =0.379

20
The pie chart showed that answer 1 (students have sleep problems) is confirmed with the
statistical measurements.
Question 6 from section C is about the effects of online distance learning. This question is to
determine how many students having sleeping problems. Surprisingly, 76.7% or 23 UniKL
Business School students experience sleeping problems and lack of sleep. The rest 23.3% or
7 respondents do not have sleeping problems. The sample for this data is 1.167 and the
sample variance is 0.413. This indicates a very low variation of data because there are only
two-choice answers. The students face sleeping problems because they may have too many
workloads and lack time management skills.

21
The answer was scaled from 1-4

Answer Numerical scale

Only when do not understand the topic 1

In every class 2

Once in a semester 3

I did not ask at all 4

Count (N): 30
Sum (Σx): 44
Σx 44
Mean ( μ ¿: = = 1.467
N 30
∑∋¿ 1( xi−μ)2 (1−1.467) 2+...+( 4−1.467)2 9.268
Sample variance (σ 2 ¿: = = = 0.320
n−1 30−1 29
Standard deviation:

=√ 0.320 =σ =0.566

22
The pie chart showed that answer 1 (only ask a question when do not understand the topic) is
confirms with the statistical measurements.
Question 7 is about the frequency students ask questions to the lecturer in an online class.
There are 4 choices of answers that were scaled from 1-4 and 60% or 18 respondents will ask
the question when they do not understand the topic. This is followed by 5 respondents
(16.7%) that ask a question in every class, 4 respondents (13.3%) ask a question in online
class once in a semester, and 3 respondents (10%) do not ask a question at all. This
contribution to the mean, μof answer to be 1.467 and sample variance is 0.566 which
indicates the variability of sample data obtained.

23
The answers were scaled from 1-2

Answers Numerical scale

Agree 1

Disagree 2

Count (N): 30
Sum (Σx): 57
Σx 57
Mean ( μ ¿ : = = 1.9
N 30
∑∋¿ 1( xi−μ) 2 (1−1.9)2+...+(2−1.9)2 0.82
Sample variance (σ 2 ¿ : = = = 0.028
n−1 30−1 29
Standard deviation:

=√ 0.028
σ =0.167

24
As elaborated from the pie charts, answer 2 (disagree that online learning can develop
communication skills) is confirms with the statistical measurements.
Question 8 is about whether respondents agree or not that online distance learning can
develop communication skills. Based on the questionnaire conducted, 66.7% or 20 of
respondents did not agree that online distance learning can develop communication skills.
The rest, 33.3% or 10 respondents agree with that statement. This contribution to the mean, μ
of answer to be 1.9 and sample variance is 0.028 which indicates a low variation set of data.

25
Section D: Suggestion to Improve Online Distance Learning

The answers were scale from 1-2

Answers Numerical scale

Agree 1

Disagree 2

Count (N): 30
Sum (Σx): 37
Σx 37
Mean (μ ¿: = = 1.233
N 30
∑∋¿ 1( xi−μ) 2 (1−1.233)2+...+(2−1.233)2 0.643
Sample variance (σ 2 ¿ : = = = 0.022
n−1 30−1 29
Standard deviation:

=√ 0.022
σ =0.148

26
As elaborated from the pie charts, answer 1 (students agree that good time management will
improve online distance learning) confirms the statistical measurements.
Question 9 studies one of the suggestions to improve online distance learning is to have good
time management. From the study conducted, we found that 73.3% or 22 respondents agree
that good time management will help to improve online distance learning. The other 26.7% or
8 respondents stated that they did not agree that good time management will help to improve
online learning. The sample mean and sample variance for this data is 1.233 and 0.022
respectively which indicates a very low variation of data. Both of these indicate that most of
the UniKL Business School students agree with that statement and hence lead to the low
variation of data.

27
The answers were scaled from 1-2

Answers Numerical scale

Disagree 1

Agree 2

Count (N): 30
Sum (Σx): 56
Σx 56
Mean ( μ ¿ : = = 1.867
N 30
∑∋¿ 1( xi−μ) 2 (1−1.867)2+...+(2−1.867)2 0.769
Sample variance (σ 2 ¿ : = = = 0.027
n−1 30−1 29
Standard deviation:

¿ √ 0.027
σ =0.164

The pie chart showed that answer 1 (respondents disagree that communicating through Video
Calls and WhatsApp make ODL better) is confirmed with the statistical measurements.

28
Question 11 investigate respondents’ view of communicating through Video calls and
WhatsApp will make ODL easier and comfortable. 76.7% or 23 of the respondents disagree
that communicating through an online platform will make online distance learning easier. It is
because the respondents still need to handle internet problems. The rest 7 respondents
(23.3%) agree with that statement. This contribution to the mean, μof the answer to be 1.867
and sample variance is 0.027 which indicates the variability of sample data is low because the
majority of the student disagrees with the statement.

29
The answers were scaled from 1-2

Answers Numerical scale

Agree 1

Disagree 2

Count (N): 30
Sum (Σx): 61
Σx 61
Mean ( μ ¿ : = = 2.033
N 30
∑∋¿ 1( xi−μ) 2 (1−2.033)2+...+(2−2.033) 1.068
Sample variance (σ 2 ¿ : = = = 0.037
n−1 30−1 29
Standard deviation:

¿ √ 0.037
σ =0.192

30
As elaborated from the pie chart, answer 1 (respondents agree that a healthy lifestyle will
reduce stress and improve the quality of ODL) is confirms with the statistical measurements.
Question 12 determined whether the respondent agrees or not that following a healthy
lifestyle will reduce stress and improve their quality of online learning. Through
questionnaires that conducted, we found that all respondents (100%) agreed that a healthy
lifestyle such as manage stress, eat well, get enough sleep, and others can improve the quality
of online learning and will reduce stress. Because all respondents agreed with that statement,
the sample mean is 2.033 and the sample variance is close to 0 at 0.037, indicating a very low
variation of data.

31
5.0 CONCLUSION

As with the findings, we are able to infer that the majority of university students are
expected to experience online learning. Indeed, students are frustrated and most find that the
workload that is obtained from classes, tasks, and evaluations is difficult to handle.
Moreover, most of the students' parents predict their study with respect to their child's grade
and progress. Any students have network problems, since there is no network connectivity
within their home city.

Each student was able to learn online because of the pandemic of covetousness. It has
shown negative and positive results for the positive effects of students. It's a comfort first of
all. Anywhere, for example at home, outside or even on a bus a person can use computer
access and the Internet. For those who live in rural isolated areas and cannot move to school
or go to a school, this advantage is particularly significant. It is also useful however for
parents who wish to study small children at home or for students who want to learn at home
comfortably. The government switches things online to the wrong results so that many
students can not quickly follow the transition that makes them so stressful in doing exercises
because the world is different from where they used to and many students do not have
Internet connections and gadgets. With the poor results, the students cannot concentrate on
online lessons, because of the environment. The researchers have therefore concluded that
addressing tension in the midst of pandemics and continuous internet classroom use in
everyday lives is about encouraging new methods and not reproducing so that more students
perform the challenge productively.

32
5.0 RECOMMENDATIONS

Universities around the world introduced different approaches to online learning after
the pandemic following COVID-19. In the past year, many colleges have struggled to transfer
a majority of courses online so that students and teachers do not have direct interaction. This
has been taken as a precaution to avoid COVID-19 contraction and dissemination, coughing
and sneezing spread, bodily interaction with polluted surfaces. E-learning does not mimic on-
campus engagement and social life, but well-structured online learning proved more
rewarding than sitting in large lecture halls.

This methodology is implemented to make student online learning more accessible,

flexible and personalized. Universities can ensure the production of affordable resources
including materials that students can quickly exchange and distribute. The materials
accessible should be consistent with the technologies available. Different colleges also use
pictures, hyperlinks and visually impaired students. Learning materials are also available in
different formats and displayed in readable fonts and colours. Universities can also adapt
cultural reception and provide a form of equity in the design of learning plans. Teachers must
apply various educational concepts and appreciate the perspectives of students. All students
should have the designs, admire and appreciate the individuality of each one. In order to
encourage asynchronous attendance a student involvement approach can be taken.

The universities should take a different approach by using open tools presented as
short lectures, animations, interactive labs and different formats that allow teachers and
students to gain and practice knowledge in many ways. Open educational resources are
offered to help students with basic principles not completely integrated. The use of open
education was an important resource in rapidly advancing the course and reducing learning
costs for most students (Nambiar, 2020). Learners now have the opportunity to access
comprehensive information from multiple sites on the internet free of charge.

Despite living on the campus or far from campus, some students do not have access to
internet services or high-end applications and hardware. The extent of internet access can be
unstable and stunted for learners. These students rely on insecure data plans that can be used
up before they complete the course. Such students may also miss the purchase, which is
important to online learning, of tangible equipment, such as computers, tablets, webcams, and

33
printers. In addition, certain students do not have access to advanced applications and their
understanding of it. Students should be asked by the university administrators to have access
to technologies in and beyond the campus. This would assist in making sound decisions on
technology options. Administration can also provide accessibility for students who need
access to technology and provide opportunities for them to participate further in their courses.
The administration can also ensure that services are available for all students and are mobile-
friendly.

34
References

‌Describing Variability | Boundless Statistics. (2011). Retrieved from Lumenlearning.com

website: https://courses.lumenlearning.com/boundless-statistics/chapter/describing-

variability/

Higley, M. (2014, March 14). e-Learning: Challenges and Solutions. Retrieved May 18,

2021, from eLearning Industry website: https://elearningindustry.com/e-learning-

challenges-and-solutions

Nambiar, D. (2020). The impact of online learning during COVID-19: students’ and teachers’
perspective. The International Journal of Indian Psychology, 8(2), 783-793.

Statistics - Numerical measures | Britannica. (2021). In Encyclopædia Britannica. Retrieved

from https://www.britannica.com/science/statistics/Numerical-measures

‌Sunil Kumar. (2015, July 10). 5 Common Problems Faced By Students In eLearning And

How To Overcome Them. Retrieved May 18, 2021, from eLearning Industry website:

https://elearningindustry.com/5-common-problems-faced-by-students-in-elearning-

overcome

35
QUESTIONNAIRE
Topic : Online Distance Learning (ODL) Problems Among UNIKL Students

SECTION A : DEMOGRAPHIC DATA

Age : _____
Gender : Male / Female
Semester : _____
Program : _____________________________
Community Area:
  Urban
  Suburban
  Rural

SECTION B : FACTORS AFFECTING PROBLEMS IN ODL

1. Do you get good access to internet?

Yes
  No

2. What are the main problems in ODL?

  Environment
  Low self-motivation
  No time management skills
  Financial problems
No access to
  laptops/computer
  Others

3. In relation to low self-motivation related issues, choose an option that you relate to the
most.

  I need to be in physical class in order for me to understand the subject

  I need friends to study together
  I always feel sleepy studying at home
  Others
4. In relation to financial issues, choose an option that you relate to the most.

  Internet data is expensive

  Lack of budgeting and financial management skills

36
  Electric bills are high when staying at home
  Others

5. Regarding environment problems, choose an option that you relate to the most.

  With everyone staying at home, it is too loud

  Cannot give full attention during lecture
  Data cannot be used when raining
  Others

SECTION C : EFFECTS OF ODL

6. Do you have sleeping problems or experiencing lack of sleep?

  Yes
  No

7. How often do you ask your lecturer questions about subjects?

  In every classes

  Only when do not understand the topic

  Once in a semester

  Did not ask at all

8. Does Online Distance Learning develop your communication skills?

  Agree
Disagre
  e

37
 SECTION D : SUGGESTIONS TO IMPROVE ONLINE DISTANCE LEARNING

9. Does time management help you decrease your level of stress?

  Agree
Disagre
  e

10. Do you think by communicating through Video Calls and WhatsApp makes ODL better?

  Agree
Disagre
  e

11. Do you think following a healthy lifestyle (eating healthily, sleeping well etc.) will reduce
stress and improve your quality in ODL?

  Agree
Disagre
  e

38