Candidate Name: xxxxxxxx

Year of Examination: 2022

Centre Number: xxxxxxxxxx

School: El Dorado East Secondary

Teacher’s Name: Ms. Anlyn Seejoor

Subject Name: Caribbean Studies

Title of Study: The effects of the Covid 19 Pandemic on Student Learning.

TABLE OF CONTENTS

Purpose of Research………………………………………………………………………… 3

Statement of 3
Problem………………………………………………………………………...

Research Questions…………………………………………………………………………. 3

Educational Value of 4
Research………………………………………………………………

Technical 4
Terms……………………………………………………………………………...

Literature Review…………………………………………………………………………… 5

Data Collection Sources…………………………………………………………………….. 7

Presentation of 8
Data………………………………………………………………………….

Analysis of Data…………………………………………………………………………….. 13

Discussion of Findings……………………………………………………………………… 15

Conclusions…………………………………………………………………………………. 18

Limitations………………………………………………………………………………….. 18
.

Recommendations…………………………………………………………………………... 18

Bibliography……………………………………………………………………………….... 19

Appendix……………………………………………………………………………………. 20

2
PURPOSE OF RESEARCH

Education plays a significant role in the development of society by assisting students to

realize their skills, talents and abilities. With the introduction of online classes, students must

now adjust to a different way of teaching and learning while dealing with the issues they face

during this crisis. It is noted that a large proportion of students were not able to benefit from

online teaching as intended resulting in poor academic performance for many, while some have

also dropped out of the school system. This is a matter of urgent concern as it can have serious

impacts on their education and leave long-lasting effects on the growth of the society since the

development of the human resource is critical to the growth, development and stability of the

society.

STATEMENT OF THE PROBLEM

The COVID-19 pandemic has created several problems for students, which can impact

their ability to learn. Many believe that some students cannot access quality education or miss

classes during this pandemic because of their lack of electronic devices and connectivity issues.

It has been noticed that students experience personal issues due to the pandemic such as stress

and depression which reduces their motivation and willingness to study. It is assumed that

students’ performance and ability to learn may decrease due to the issues they face during this

crisis. Therefore, this research seeks to investigate the extent to which the COVID-19

pandemic has negatively affected student learning.

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RESEARCH QUESTIONS

1. Has the COVID-19 pandemic made it difficult for students to learn?

2. What difficulties do students face during the COVID-19 pandemic?

EDUCATIONAL VALUE OF THE RESEARCH

The information in this research will draw attention to the challenges that students have

faced during this pandemic. This research will be useful to students, teachers, parents and

officials in the Ministry of Education as they may have a greater understanding of how the

COVID-19 pandemic has negatively impacted student learning and what can be done to resolve

this issue. It is expected that this information will help teachers and government officials to

implement strategies to reduce the problems students face during this pandemic and make

learning easier.

TECHNICAL TERMS USED IN THE STUDY

1. E-learning- learning conducted via electronic media.

2. Learning process- a process that people pass through to acquire new knowledge and

skills.

3. Connectivity- the ability of a device to connect to the internet.

4
LITERATURE REVIEW

Jaramillo (2020) believes that children from low-income families may suffer greatly

during this pandemic due to their lack of resources to access quality education. Jaramillo also

mentioned that schools are a protective space for some students and their closure may increase

the risk of child abuse. This, in turn, will have a negative impact on the child’s academic

performance. Additionally, Jaramillo stated that the increased poverty due to this crisis may lead

students to abandon their studies to bring income into the household, thus affecting their

education.

Mohamed et al (2020) found that students felt anxious due to the virus which negatively

affected their motivation to study. Likewise, Cao et al (2020) indicated that students may suffer

from depression and stress during the pandemic which affects motivation to engage in online

learning. As stated by Aboagye et al (2020), “Challenges with connectivity were highlighted as

the leading factor undermining e-learning… as a result of Covid-19 pandemic.”

According to Sintema (2020), students’ academic performance may decrease due to

reduced contact with teachers when students face learning difficulties. Pokhrel et al (2021)

supported this view and argued that the vulnerable and weaker students will face difficulties in

the learning process. They found that where parents are self-employed, students had to assist

them in various activities resulting in absenteeism. Furthermore, some students must care for

family members which makes it difficult for them to keep abreast with lessons.

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 Ronnie et al (2020) revealed that students found it difficult to adjust to online learning

styles, managing responsibilities at home, and reduced interaction with teachers. They also

indicated that learning from home can be difficult as students may not have a room where they

can study without disturbance. Without a conducive learning environment, students cannot

concentrate on their schoolwork and study productivity is reduced (Ravichandran, 2020).

DATA COLLECTION SOURCES

Primary and secondary sources were used to collect data. Primary data is information

collected by researchers through surveys, interviews or observations. Primary data ensures that

the information is up to date, making it possible to make comparisons with past research and

gain greater insight into the problem. To collect data, a questionnaire was distributed to 25

students, 15 males and 10 females, using random sampling. The questionnaire was chosen as it is

not costly and time-consuming.

Secondary data is information that already exists and has been collected by someone else.

Journals and articles were used to understand how COVID-19 has negatively affected student

learning. For example, research by Mohamed et al (2020) explains how COVID-19 increased

feelings of anxiety among students which reduced their mental ability and motivation to study.

Consequently, some students requested counsellors to help them cope with this crisis.

6
PRESENTATION AND ANALYSIS OF DATA

Presentation of Data

7
8
9
10
11
Analysis of Data

The data shows that (72%) of the participants always have access to a device for online

classes while (36%) of the participants sometimes share devices with family members. However,

(36%) reported that their academic performance has not improved despite having access to a

device. Similarly, the data suggests that having limited access to a device can hinder student’s

learning as those required to share devices indicated that their grades were satisfactory (20%).

The data reveals that the family type can affect students’ access to school supplies since

of the (32%) who belong to single parent households, (16%) do not have access to textbooks.

Although most participants have access to devices and textbooks, (60%) stated that their grades

have not improved during this pandemic. This can be due to a negative home environment since

44% of these participants agreed that there has been increased conflicts within their family.

The data shows that the problems experienced during online classes have made learning

difficult for students. Students who sometimes experienced connectivity problems during classes

(72%) also missed classes due to lack of internet or electricity. Furthermore, 32% of these

participants, mainly within the age group 16-18, had difficulties understanding the lessons due to

the disruptions to their online classes. Of these participants, (28%), further described their

academic performance as satisfactory, suggesting that the difficulties they face impacted their

learning.

The data confirms that attending classes makes learning easier since 16% rarely missed

classes and described their academic performance as very good. Moreover, all of these

participants reported rarely or never experiencing difficulties understanding lessons while (12%)

stated that they were always motivated to attend classes. The data shows that frequent interaction

with teachers can improve academic performance as all of these participants (16%) agreed that

12
they can easily get in contact with teachers. Therefore, these factors combined have a positive

impact on learning.

The data shows reduced interaction with teachers can affect academic performance.

Students who did not feel comfortable asking questions during online classes (52%), also had

problems understanding the work (32%). Additionally, (24%) could not easily get in contact with

their teachers, however, these students also had difficulties accessing devices for online classes.

These students also reported that their grades have not improved during this pandemic which can

be due to their limited interaction with teachers.

Furthermore, a negative atmosphere at home also created problems for students as those

who had difficulties studying also reported having more conflict in their family during the

pandemic (28%).The data shows that (68%) do not have a quiet area for online classes and as a

result it was difficult for them to study at home (40%). It is important to note that 12% belong to

extended families. Of these participants, 4% described their academic performance as good.

13
DISCUSSION OF FINDINGS

The findings of this research study show that the lack of resources for online learning is a

major challenge. Jaramillo (2020) explained that access to quality education depends on the

availability of learning resources at home, which many students lack. Students who belong to

low income families may have lower levels of participation in online classes due to limited

resources which can hinder their performance. The data collected does not support this as 60% of

the participants despite having access to learning resources their grades did not improve. This

shows that access to learning resources does not greatly influence academic performance.

Aboagye et al (2020) explained that problems with connectivity is the major factor

undermining e-learning. Children in rural areas are considered one of the most vulnerable groups

as they are likely to experience connectivity issues. This therefore “poses an imminent risk of

widening education gaps”. The research supports this as 32% of the respondents had difficulties

understanding due to connectivity issues which impacts negatively on student learning.

Limited interaction between teachers and students can affect students' performance. The

data generated shows that 24% could not easily get in contact with teachers for extra assistance

and as a result their grades have not improved. Out of these participants, 20% stated that their

grades were satisfactory while the remainder described their grades as poor. According to

Sintema (2020) and Pokhrel et al (2021), lack of consultation with teachers may cause students’

performance to drop as the weaker learners may not receive sufficient assistance. Therefore

findings from this research confirms that limited student-teacher interaction hinders academic

performance.

With the closure of schools, students are unable to escape the problems they may face at

home. According to Jaramillo (2020) “teachers play a protective role against possible threats to

14
students” and therefore students are at a greater risk of experiencing abuse during this pandemic.

The data shows that 44% of the participants experienced increased conflicts in their homes and

also stated that their grades have not improved. This shows that the personal issues that students

face at home can hinder their learning and negatively impact their performance.

Students also face additional problems at home which make online learning difficult.

Ronnie et al (2020) described this as barriers to online learning which include difficulty adjusting

to learning styles and lack of physical space for online learning. According to Ravachandran

(2020) “conducive environment at home for all… is not uniform.” The data generated supports

these viewpoints since 40% of the respondents do not have a quiet study area and also find it

difficult to study. Of these participants, 28% described their academic performance as

satisfactory. Where there are distractions in one’s home environment, learning can become

difficult as students are unable to concentrate. Therefore, online learning during the pandemic

has made studying a challenge.

Lack of motivation to study due to the pandemic is a common issue affecting students.

The data generated shows that only 12% of the respondents were always motivated to attend

online classes and also described their academic performance as very good. This suggests that

most students are demotivated, thus supporting the view of Mohamed et al (2020) that students

“feel anxious as a result of the spread of disease”. The data also supports Cao et al (2020) which

states that students may experience stress and worry which reduces their motivation to

participate in online learning. Therefore, the pandemic has negatively affected student learning

as many lack the motivation needed to study.

Based on these findings it is clear that student learning has been affected which means

that the true potential of the individual becomes blocked, reducing one’s ability to become a

15
productive member of the society. This can affect the wider society since the development of the

human resource is critical to the progress of the society. Poor academic performance is a cause

for concern since it reduces the individual’s chances of obtaining proper employment

opportunities. Therefore, findings from this research can be used by all stakeholders in the

Ministry of Education to devise appropriate intervention strategies to address learning challenges

faced by students during the Covid-19 pandemic.

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CONCLUSIONS

This research has revealed that the COVID-19 pandemic has negatively impacted a large

proportion of students thus hampering their ability to learn. Various issues such as poor

connectivity as well as the lack of positive home environments have contributed to students’

inability to perform at their best. On the other hand, few students continued to perform well due

to positive support systems at home and access to devices and a reliable internet service.

LIMITATIONS

● Collecting and analyzing data was challenging as research had to be completed within a

specific time.

● Participants may not have been completely honest when answering questions because of

not wanting to reveal certain information.

RECOMMENDATIONS

1. The Ministry of Education should offer training programmes for students and teachers to

learn how to use the online systems more effectively.

2. The Government through the Ministry of Education should ensure that students have

access to a reliable internet service consistently as well as access to a device suitable for

educational purposes.

3. There should be more school guidance counsellors to offer support to students.

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 4. Training programmes should be made available to parents/guardians to educate them on

the importance of having a positive home environment that is conducive to learning.

BIBLIOGRAPHY

● Chang, C. L., & Fang, M. (2020). E-Learning and Online Instructions of Higher

Education during the 2019 Novel Coronavirus Diseases (COVID-19) Epidemic. Journal

of Physics: Conference Series, 1574, 012166. https://doi.org/10.1088/1742-

6596/1574/1/012166

● Baticulon, R. E., & Alberto, N. R. I. (2020). Barriers to online learning in the time of

COVID-19: A national survey of medical students in the Philippines. Medical Science

Educator. Published. https://doi.org/10.1101/2020.07.16.20155747

● Mohamed, A., Elhadary, T., Alawna, M., & Elhaty, I. (2020). Evaluation of Academic

Performance of Science and Social Science students in Turkish Universities during

COVID-19 Crisis. Journal of Critical Reviews, 7(11), 1740–1751.

● IGI Global. (n.d.). What is Learning Process | IGI Global. Retrieved August 20, 2021,
from https://www.igi-global.com/dictionary/analyzing-farmers-learning-process-in-

sustainable-development/16939

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APPENDIX

CARIBBEAN STUDIES QUESTIONNAIRE

Dear Student, I am conducting research on the extent to which the COVID-19 pandemic has
negatively affected student learning and I would like to find out your experiences concerning this
topic. I would appreciate it if you could respond as best as you can to the following questions.
Your responses will remain completely anonymous and will not be shared with anyone. Thank
you for your participation.

SECTION A

1. How old are you?

● 13-15
● 16-18
● 18+

2. What is your gender?

● Male
● Female

3. Level of education of parents/guardians

● Primary
● Secondary
● Tertiary
● None

4. What is your ethnicity?

● African
● East Indian
● Mixed
● Caucasion

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 ● Other

5. What is your family type?

● Single-parent
● Nuclear
● Extended
● Sibling Household

6. What school do you attend?

7. What form are you in?

● Form 1
● Form 2
● Form 3
● Form 4
● Form 5
● Form 6

SECTION B

8. Do you have access to a device for online classes?

● Always
● Sometimes
● Rarely
● Never

9. Do you have to share devices with family members?

● Always
● Sometimes
● Rarely
● Never

10. How often have you experienced connectivity problems during classes?
● Always
● Sometimes

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 ● Rarely
● Never

11. Have you ever missed classes due to lack of internet or electricity?
● Always
● Sometimes
● Rarely
● Never

12. Do you have problems understanding the lesson during classes?

● Always
● Sometimes
● Rarely
● Never

13. I can easily get in contact with my teacher if I need extra assistance.
● Strongly Agree
● Agree
● Strongly Disagree
● Disagree

14. Do you have access to educational resources (textbooks, reading materials etc.)
● Yes
● No

15. Do you have access to a quiet area for online classes?

● Yes
● No

16. Are you required to care for family members during online classes?
● Always
● Occasionally
● Never

17. Are you comfortable asking questions during online sessions?

● Yes
● No

18. Has there been increased conflict in your family during this pandemic?

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 ● Yes
● No
● Maybe

19. What level of difficulty have you experienced in the adjustment to online classes?
● High
● Moderate
● Medium
● Low

20. Are you motivated to attend online classes?

● Always
● Sometimes
● Rarely
● Never

21. Has the atmosphere of uncertainty hindered your learning?

● Yes
● Sometimes
● No

22. Is it difficult for you to study at home?

● Always
● Sometimes
● Rarely
● Never

23. Have your grades improved during this pandemic?

● Yes
● No
● Slightly

24. How will you describe your academic performance during the pandemic?
● Excellent
● Very good
● Good
● Satisfactory
● Unsatisfactory
● Poor

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25. What do you think can be done to improve student learning during this pandemic?

23