Amid the COVID-19 pandemic, the introduction of the new school year created numerous challenges for

public junior high school students, who had to acclimate to a new teaching and learning approach.
School quality and inclusivity are at jeopardy under the changing circumstances, and many students are
at risk of falling behind. Their most pressing concern was their home learning environment, while
technical knowledge and expertise was their least pressing concern. The COVID-19 pandemic, according
to the studies, had the greatest impact on students' mental health and the quality of their learning
experience. Their most pressing concern was their home learning environment, while technical
knowledge and expertise was their least pressing concern. The COVID19 pandemic, according to the
studies, had the greatest impact on students' mental health and the quality of their learning experience.
Students' most prevalent techniques included resource management and utilization, help-seeking,
technical aptitude upgrading, time management, and learning environment control.

Government. The government would also benefit from this paper because the government
can help out students especially those in the rural areas and public schools in their struggles
regarding online classes. They can also The start of the new school year, and came with the
COVID-19 pandemic, presented significant problems for public junior high school students who
had to adjust to a new teaching and learning approach. Under the current circumstances,
school quality and accessibility are under danger, and many students are at risk of falling

Their first worry was their learning

behind.

environment at home, with technical knowledge

and skills coming in second. According to the
studies, the COVID-19 pandemic had the most
impact on students' mental health and the quality
of their learning experience.  Resource management and utilization,
as well as help-seeking, site inspection upgrading, time management, and learning environment
control, were among the most commonly used approaches by students.
access and find alternative solutions for this problem.

This document would also benefit the government because it can assist
students, particularly those in rural areas and public schools, with their
challenges with online education. They might also look for and
implement alternative solutions to this issue.
Motivation
Motivation is regarded as a prerequisite for success. Is a necessary
component of student learning engagement Student involvement in
learning isn't just a means to an end? It is a goal in and of itself, but it is
also a means to an end of pupils getting good academic results. This is
significant because genuine engagement can lead to improved
academic performance throughout a student's academic career. If
educators want to understand and resolve the challenges that young
kids face, as well as make schools more interesting places, they must
first listen to what students have to say about their classrooms and
professors (Saeed, S., & Zyngier, D., 2012).
Much of the research on how students learn in groups and the impact
of their peers' learning and motivation has focused on cooperative
learning (see O'Donnelle, 2006; Webb & Palincsar, 1996, for systematic
reviews of the research on the group process in the classroom, and
Johnson & Johnson, 2009, for a review of the effect of cooperative
learning). Students' motivation is influenced by cooperative and
competitive incentive structures in the classroom, according to
motivation researchers. Competitive reward structures, according to
Ames (1984), heighten social interaction and a focus on one ability
relative to others. Children benefit from comparative reward structures
because they help them focus on shared work and interdependence. In
general, research on cooperative learning reveals that children's
achievement improves when their social relationships improve and
their multivision improves (Johnson & Johnson, 2009). Students can
form learning communities and learn to regulate each other's
motivation and achievement by working together ( McCaslin & Good,
1996) Another conclusion is that children who have positive peer
relationships are more interested in and even excel at academic tasks
than children who have negative peer interactions. Throughout the
school years, children's social competency with peers has been
consistently and favorably linked to academic achievement. Given the
data linking children's adaptive functioning across social and intellectual
domains, a fundamental question explored in this chapter is why these
correlations arise. What, particularly, are the mechanisms by which
these two functional areas might be linked? To that goal, I present
general criteria for defining social competency, as well as their
consequences for understanding peer interactions at school, as well as
academic motivation and successes. After that, I go over the research
on peer connections and academic outcomes, followed by a discussion
of the processes and mechanisms that could explain the considerable
links between peer relationships and positive academic achievements.
Finally, I propose some ideas for further research as well as some
provocations. (c) 2020 APA, all rights reserved, PsycInfo Database
Record)
Through meta-cognitive techniques, it was postulated that intrinsic
motivation was independent of academic success, whereas identified
motivation was dependent on it. Academic motivation was measured
using a scale based on self-determination theory. The scale's reliability
and validity were established in Study 1. In Study 2, route analysis was
utilized to create a causal model that backed up the premise stated
above. These findings imply that identified motivation is an important
element in academic success. (c) 2019 APA, all rights reserved,
PsycINFO Database Record)
Motivation is viewed as a necessary component of success. Is student learning engagement a
vital component is student involvement in learning more than a means to an end It is a goal in
and of itself, but it is also a means to an end of good academic outcomes for students.

Genuine engagement can lead to increased

academic achievement throughout a
student's academic career, which is
noteworthy. If educators want to better
understand and address the issues that
young children confront, as well as create
schools more engaging environments, they
must first listen to what students have to
say about their classes and professors.