LUCKNOW UNIVERSITY, LUCKNOW

“SOCIO ECONOMIC & PSYCHOLOGICAL IMPACT OF

COVID 19”

(Research on 48 People Survey in Lucknow)

Master of Arts (Sociology) SOC IN-301

Submitted to
Dr. Bhagwant Singh
Assistant Professor
Dept. of Sociology
Eram Girls Degree College,
Lucknow
Submitted By
Anshika Srivastava
Roll No: 2110305900005
M.A. (Sociology) III Sem.

Study Center
Eram Girls Degree College,
Lucknow
 DECLARATION

I do hereby declare that the research project entitled “SOCIO ECONOMIC &
PSYCHOLOGICAL IMPACT OF COVID 19”, submitted in partial fulfillment of
the requirement of the award of degree of Master of Arts in sociology is entirely my
original work and all ideas and references have been truly acknowledged. It does not
contain any work that has been submitted for the award of any degree or of any
university.

Date: ANSHIKA SRIVASTAVA

Place: Lucknow
 CERTIFICATE

This is to certify that Anshika Srivastava completed her Research Project entitled
“SOCIO ECONOMIC & PSYCHOLOGICAL IMPACT OF COVID 19” under
my guidance and supervision. To the best of my knowledge, the present work is the
result of her original investigation and study .No part of the research project has been
submitted for any other university. The project is fit for submission for the partial
fulfillment of the requirements for the award of Master of Arts in Sociology degree.

Date

Place: Lucknow

Dr. Arun , Dr. Saroj Dr. Bhagwant Singh

Assistant Co-ordinator Research Supervisor
Department of sociology
Eram Girls Degree College
 ACKNOWLEDGEMENT

I express my deep sense of gratitude to Dr. Bhagwant Singh sir for suggesting the
subject, gave me his valuable guidance and supervising the present dissertation. He
was also a constant source of inspiration to me, and his deep and wide knowledge of
urban geography helped me out of many difficult situations.

I would also thanks to Dr. Arun, Dr. Saroj for their help in valuable guidance in this
research & Eram Girls Degree College for giving me an opportunity to carry out
my work smoothly. I am also sincerely thankful to all faculty members for their
valuable suggestions.

Anshika Srivastava

Roll No. 2110305900005

 ABSTRACT

The COVID-19 global health emergency and its economic and social impacts
have disrupted nearly all aspects of life for all groups in society. People of
different ages, however, are experiencing its effects in different ways.

For young people, and especially for vulnerable youth, the COVID-19 crisis
poses considerable risks in the fields of education, employment, mental health
and disposable income. Moreover, while youth and future generations will
shoulder much of the long-term economic and social consequences of the crisis,
their well-being may be superseded by short- term economic and equity
considerations.

To avoid exacerbating intergenerational inequalities and to involve young

people in building societal resilience, governments need to anticipate the impact
of mitigation and recovery measures across different age groups, by applying
effective governance mechanisms.

Based on survey findings from 90 youth organizations from 48 countries, this

policy brief outlines practical measures governments can take to design
inclusive and fair recovery measures that leave no one behind
 TABLE OF CONTENT

S.No. Particulars Page No

1 Chapter 1: Introduction 01 – 12

2 Chapter 2: Review of Literature 13 – 25

3 Chapter 3: Research Methodology 26-31

4 Chapter4: Data analysis and Interpretation 32-60

5 Chapter 5: Finding, Suggestion 61-64

and Recommendation

6 Chapter 6: Conclusion 65-66

7 Questionnaire 67-76

8 References 77-79
 CHAPTER – 1

INTRODUCTION

1
 CHAPTER – I

INTRODUCTION

The COVID-19 pandemic is disrupting every aspect of people's lives in

an unprecedented manner. While many of its implications, such as confinement-
related psychological distress and social distancing measures, affect all of
society, different age groups experience these impacts in distinct ways. With the
gradual transition of government responses from immediate crisis management
to the implementation of recovery measures, several concerns are emerging,
such as increasing levels of youth unemployment and the implications of rising
debt for issues of intergenerational justice, as well as threats to the well-being of
youth and future generations.

An inclusive response to and recovery from the crisis requires an integrated

approach to public governance that anticipates the impact of response and
recovery measures across different age cohorts. “Building better” requires
decision makers to acknowledge generational divides and address them
decisively in order to leave no one behind.

OECD evidence demonstrates that the pandemic has hit vulnerable groups
disproportionally and is likely to exacerbate existing inequalities (see e.g.
(OECD, 2020[1]), (OECD, 2020[2]) and (OECD, 2020[3])). This paper looks at
the impact of the crisis on young people (aged 15-24)1 and across different age
cohorts, as well as its implications for intergenerational solidarity and justice.
For instance, young women and men already have less income at their disposal
compared to previous young generations; they are 2.5 times more likely to be
unemployed than people aged 25-64 (OECD, 2018[4]), and less than half of
young people (45%) across the OECD countries express trust in government
(Gallup, 2019[5]). Intersecting identity factors, such as sex, gender, race,
2
ethnicity, and intellectual or physical disability, and socio-economic
disadvantage may exacerbate the vulnerability of young people (e.g. homeless
youth, young people not in employment, education or training (NEETs), young
migrants). Governments must therefore seek to anticipate the impact of
mitigation and recovery measures both within and across different age cohorts
to avoid widening inequalities.

Economic and health impacts of the COVID-19 pandemic have been

asymmetric across age groups. Current evidence suggests that young people are
less at-risk in terms of developing severe physical health symptoms linked to
COVID-19 than older age cohorts (WHO, 2020[6]). However, the disruption in
their access to education and employment opportunities as a result of economic
downturn is likely to put the young generation on a much more volatile
trajectory in finding and maintaining quality jobs and income2. The 2007-2008
financial crisis already left youth shouldering a significant share of the social
and economic consequences as the number of youth not in employment,
education or training (NEET) rose to 18% and the number of unemployed
young people increased by 20%, leaving one in eight young people (aged 18-25)
in poverty (OECD, 2019[7]).3 Being unemployed at a young age can have long-
lasting “scarring effects”4 in terms of career paths and future earnings. Young
people with a history of unemployment face fewer career development
opportunities, lower wage levels, poorer prospects for better jobs, and
ultimately lower pensions (OECD, 2016[8]). The economic effects of the
pandemic risk aggravating the existing vulnerability of young people in labour
markets, as they are more likely to work in non-standard employment, such as
temporary or part-time work, facing a higher risk of job and income loss
(OECD, 2019[9]). Young people also have limited financial assets, which puts
those living in economically vulnerable households at an increased risk of
falling below the poverty line within 3 months, should their income suddenly
stop or decline (OECD, 2020[3]). These economic effects are likely to affect

3
youth in various ways ranging from their access to housing to paying back
school loans.

The disruptive nature of the COVID-19 pandemic puts the ability of

governments to act decisively and effectively under the public spotlight.
Difficult trade-offs concern the balancing of public health and economic
considerations at the present time, and the allocation of large-scale economic
stimulus packages across different sectors and beneficiaries. In the context of
ageing populations, considerations about intergenerational solidarity and justice
have been permeating debates on social, fiscal and environmental policy in
different policy areas long before the pandemic struck. These considerations are
likely to gain further traction, as the repercussions unfold over the coming
months and years.

Making different voices in society heard, both younger and older, is critical to
delivering a more inclusive response. For example, several OECD countries,
including Estonia, Germany, Poland and Switzerland, have launched e-
participation initiatives to engage citizens in the
COVID-19 response and recovery efforts, while Italy established a multi-
stakeholder task force to address the spread of disinformation linked to the
pandemic (DW, 2020[10]) (E- Estonia, 2020[11]) (Polandin, 2020[12]). Some
of these initiatives used open government data to inform, engage and innovate
in collaboration with citizens (OECD, 2020[13]). Involving youth stakeholders
from diverse backgrounds can rebuild trust, generate theirinterest in politics and
integrate long-term considerations in crisis response and recovery strategies.

This policy brief draws on OECD‟s work on youth empowerment and

intergenerational justice mandated by the OECD Public Governance
Committee and Regulatory Policy Committee and the findings of the
OECD Global Report on Youth Empowerment and Intergenerational

4
Justice (OECD, 2020[14]).

It presents the results from an online survey run by the OECD between 7-20
April 2020 with the participation of 90 youth-led organizations from 48
countries (see Annex 1.A). The policy brief is structured in three sections:

 An assessment of the immediate, medium and long-term effects of the

COVID-19pandemic on young people and vulnerable groups;

 Elements for an integrated public governance approach for a fair and

inclusive recovery and resilience; and

 The role of young people as catalysts of inclusive and resilient

societies in crisis response, recovery, and in preparation of future
shocks.

Post-Pandemic Focus on Specific Research Areas and Their Implications

The COVID-19 pandemic forced higher education institutions and universities

to adapt to the rapidly changing situation in a way that was unimaginable a few
months ago. Research institutions are facing huge challenges in managing
research operations. The mandatory social distancing requirements are difficult
to meet in a research setting particularly in the areas requiring bench work and
human subjects, as well as fieldwork, are causing significant losses to research
studies. Most of this has affected scientists,faculty, research scholars, and
graduate students. The career plans of many research students and postdoctoral
researchers are at risk due to this sudden interruption in their research plan by
the pandemic.
The universities and funding bodies will be under financial strain in the coming
months and the non-COVID projects may lose importance and focus from these
agencies. The recruitment of international staff and the exchange of skilled
researchers is a huge challenge which may continue to exist for the coming
5
The research institutions and universities need to carefully design and
implement the research management guidelines that adhere to social distancing
protocols and ensure low student density on campuses while steering the
research activity towards normalcy. The research areas that require physical
laboratories may need to re-think their working models and carefully plan and
prioritise their experiments.

The universities will have to invest more in health and safety measures and
infrastructure on their campuses to ensure the safety of students and staff which
may add to the financial strainon the university.

The government may support and partly fund the safety initiations of the
educational institutions to prevent the comprise of the educational and research
needs of the students.

As the COVID-19 pandemic is progressing rapidly, particularly now in the

developing economies, the research laboratories and corporate houses around
the world are racing against each other to find a treatment modality for the virus.
This has led researchers to focus on certain key issues associated with the
COVID-19 virus infection that could help in the understanding of the disease
and assessing the psychological implications of this pandemic. Some of the
major areas of research which may see a surge in funding post-pandemic
include vaccine development, antiviral therapies, development of health care
equipment, Health devices, remote learning tools, Artificial intelligence (AI)
based technologies, use of AR, VR, and Holography for training, and capacity
building and public health policy . Also, research areas that do not require the
physical presence of the researcher may see more growth as students may prefer
these programs to enhance their skills for post study job placement.

Opportunities for HEIs amidst the COVID-19 Pandemic

In developing countries like India, where online education was not very

6
common, the pandemic transformed the conventional chalk-talk teaching
model to one driven by technology with the single stroke of a pen. The COVID-
19 crisis forced a move towards
online teaching and learning, thereby creating space for more flexible learning
possibilities, exploring blended learning, and mixing synchronous learning with
asynchronous learning. The pandemic has led to the capacity building of staff
and faculty, compelling them to learn and test new tools and systems for online
teaching and learning. This obviously will lead to an increase in innovation in
teaching pedagogies, as well as delivery modalities. The pandemic has worked
as a wake-up call and demonstrated the importance of technology in teaching,
learning, and research.

The Impact of COVID-19 on the Indian Higher Education System

In March, as soon as the country felt the pulse of the disaster which COVID-19
was set to bring on, the Indian Government opted for a complete lockdown in
their resolve to combat the crisis, resulting in the closure of all Higher
Education Institutions. The period from Marchto August is crucial for the Indian
higher education sector as this is the time for holding final examinations,
entrance tests for admission to the new academic session, beginning the new
admission process and campus placements for graduating students. The crisis
impacted new admissions, examinations, student Internships placement ,job
offers, and student mobility. According to the QS-Indian students mobility
report (2020), COVID-19 had an impact on the decision of 48.46% of students
who aspired to study abroad in the recent past. According to a report by Times
Higher Education (THE), Indian students comprise 18.4% of total enrolment in
the US alone. Surely these enrolments are going to be affected amidst COVID-
19. A comparative lower rate of employability in an already expensive
international higher education domain will also play a significant role in this
respect. The top five countries which are preferred study destination by Indian
7
students include USA (30.27%), UK (15.84%), Germany (14.33%), Canada
(9.18%) and Australia (6.75%). However, with the recent COVID-19 pandemic
outbreak, students aspiring to study in these countries might re- consider their
options.

As India is a large and diverse country, with about 38 million student population
in about 1000 universities and 47,000 colleges, the availability of technical
infrastructure for imparting online education varies over the length and breadth,
creating a digital divide and a sense of inequity in the minds of the students.
Similarly, at students‟ end, access to devices, networks, and sufficient
bandwidth is depriving a considerable portion of students from their studies and
furthering this divide. Adopting complete online learning is also becoming a
health hazard for students in terms of diseases like obesity, sleep disturbances,
spinal problems, anxiety, and depression.

The Indian Government, universities, and educational administrators are using

a multipronged approach to cope up with the complexities of the situation and
minimize the negative impact of the COVID-19 crisis

Initiatives of the Association of Indian Universities

The Association of Indian Universities (AIU) also initiated many new activities
to minimize the impact of the crisis. Various activities, such as Online Faculty
Development Programs to train faculty for online teaching, National and
International Webinars, online workshops, and more are being progressively
taken up by AIU to equip faculty members with the skills of transacting online
curriculum. A series of live Webinars, Leadership Talks, and online courses are
being organized on issues of academic interest. Like online assessments and
examinations, student placement, fostering social responsibility, preparing
institutions for life beyond COVID-19, etc. To enhance student engagement on

8
The cultural front, an online competition “Kuch Artistic Karona” was organized
wherein students could submit videos of their cultural performances. This saw a
huge response and heavy student participation.

A blog and a WhatsApp group of Vice-Chancellors were created to enable the

sharing of experiences, strategies, and innovations adopted to minimize the
academic loss of students during the Corona virus Pandemic. . The aim is to
create a ready reference guide for future generations to help them cope with
similar situations should they arise in the future. A Weekly Scholarly Article
series has been initiated in which scholarly articles from eminent authors are
released every Friday through the AIU website. These will eventually be
compiled in the form of a book titled “Reimagining Indian Universities.”

Initiatives of the Indian Government and Higher Education Institution to

deal with the crisis. Indian universities, realizing their commitment to students
and the community Displayed adaptability, agility, and innovation in dealing
with the pandemic. While academic continuity planning was of prime
importance, they also understood the need for emotional support, healthcare
infrastructure, building awareness, and creating new learning opportunities.
Many key reform initiatives were undertaken by the universities to build
resilience, ensure continuity, and create an impact in times of COVID-19.
These included the

transition to online classrooms to maintain academic continuity, knowledge

creation through Webinars, ensuring emotional wellness by building strength,
support, and awareness, the launch of online & blended learning mode degrees,
learning and development by building access for student communities to online
MOOCs and e-resources, healthcare infrastructure upgrade, creating scholarship
opportunities, global immersion by expanding international collaborations,
admissions mobility by adopting AI-enabled processes, the establishment of
The Office of Digital Learning & Online Education, etc. Universities counselled
9
and mentored students through virtual engagement platforms, offering all
information along with virtual office hours wherein they could contact staff and
have live video chats with faculty. Ongoing staff training involved admission,
academic, and administrative training for remote working. As its contribution
towards service to the community, the Universities with medical colleges and
hospitals admitted COVID patients and affordable treatment was provided with
the help and expertise of its doctors and other medical staff. The safety of
faculty and students was censured by following safety guidelines for safe
conduct on campus, as per World Health Organization (WHO) protocol.

At the Government level, to foster an ecosystem where institutional support is

made available, rendered voluntarily to society, and leading to measurable
outcomes, All India Council for Technical Education launched the Best
Institution Award under the theme “India Fights Corona” and introduced a
course on Universal Human Values. To help the students under duress amidst
the lockdown, a web portal (https://helpline.aicte-india.org) was created to
support stranded students and re-connect them to their family, schools, and
colleges and meet their urgent personal needs, including psychological support.
The Government of India also announced a National Educational Alliance for
Technology (NEAT) as a Public-Private partnership model to bring the best
technological products in education technology on a single platform for the
convenience of learners. The Enhancement in Learning with Improvement in
Skills (ELIS) portal was created to provide all students with content to enhance
learning for regular subjects and increase valuable skill sets required for the
actual work environment. The Government of India also launched a „Drug
Discovery Hackathon‟ as a national initiative to support the drug discovery
process through the participation of professionals, faculty, researchers, and
students.

The Ministry of AYUSH (MoA), Government of India has undertaken several

10
nitiatives under the program „AYUSH against COVID-19‟1. AYUSH is an
acronym that denotes
Indian traditional systems of medicine including Ayurveda, Yoga, Unani,
Siddha, Sowa Rigpa, as well as Homeopathy and Naturopathy. The MoA has
setup an Interdisciplinary AYUSH Research and Development Task Force,
which designed robust protocols for population-based prophylactic studies and
add-on interventions in collaboration with the Council for Scientific and
Industrial Research (CSIR), Government of India.

Digital footfalls tripled in the country just a week after the lockdown on digital
initiatives, like SWAYAM „Study Webs of Active Learning for Young Aspiring
Minds,‟ which provides an integrated platform for various online courses across
educational levels and subject areas, including skill sector courses. SWAYAM
hosted about 2000 complete courses, including teaching videos, weekly
assignments, examinations, and credit transfers.

It is of grave concern, therefore, that the COVID-19 pandemic has created the
worst education crisis in a century, affecting 94% of students worldwide. At the
pandemic ‟s peak in 2020, 1.6 billion students were taken out of the classroom.
One in seven children globally has missed more than three quarters of their in-
person learning since the start of the pandemic.

While swift and wide-ranging attempts were made to reach girls and boys
through remote learning, nearly a third (463 million) were not able to access it –
often lacking the necessary technological assets at home. As a result, it is
estimated that more than 100 million additional girls and boys will fall below
the minimum proficiency level in reading. This year of lost learning will have a
damaging effect on the futures of millions.

The closure of schools has also prevented girls and boys from accessing
protective spaces. Critical services such as school meals, menstrual hygiene kits,
11
health services, and mental health and psychosocial support were suddenly out
of reach. Current evidence and experience shows the impacts of this are
gendered, with girls and young women most affected through increased
exposure to child, early and forced marriages; trafficking and sexual
exploitation; and unintended or unwanted adolescent pregnancy.

The pandemic has exacerbated many pre-existing crises, including an education

emergency that has resulted in high out-of-school rates, particularly among
adolescents and young people, and a global learning crisis. The climate
emergency, humanitarian crises and conflicts are growing in complexity and
length, further halting progress. COVID-19 has amplified these crises and
knocked even further off course progress towards achieving Sustainable
Development Goals 4 and 5 on education and gender equality, which was
already lagging.

12
CHAPTER - 2

REVIEW OF
LITERATURE

13
 CHAPTER - 2

REVIEW OF LITERATURE

Meaning of Review of Related Literature

The term “Review of Related Literature” refers to the past knowledge of the
studies that has been reviewed again related to the present topic of the
research. Literature review involves the surveys of articles and other sources of
the concerned area of the topic. The reviews explain the previous ideas and help
the researcher to borrow new ideas in the present study.

Purpose of Review of Related Literature

 It gives a theoretical background of the study.

 It gives researcher several ideas on how to select his own research

problem.

 It guides the researcher to formulate hypothesis for the present study.

 It helps in selecting variables for the current study.

There is a need of review of related literature in any research study for

planning and execution of the study. It is important because,

 It helps in selecting and developing a research problem in relation to

its significance.

 It gives the investigator an understanding of previous studies.

 It justified the proposed methodology.

 It provides valuable direction and helps in planning for formulating

hypothesis.

 It helps in reporting result of the study.

Review of Related Literature

14
Studies in India related to E-Learning

T. Dhivakar (2020) conducted A Study on Impact of COVID - 19 in the

Higher Education System.
In general, due to this pandemic, all the Educational Institutions are closed for
the indefinite period. Nearly 32 Crores of Students are affected in India due to
this COVID-19. Most of the students are facing difficulties in learning due to
the absence of classroom teaching. E-learning is the only way to continue their
learning even in this pandemic situation All the UG/PG students are satisfied
with the marks provided through the internal assessment for the cancellation of
the semester examination. A proper measure for the students to continue their
learning in this situation is to provide guidance to the teachers and make
interesting lectures which will encourage the students to cope up with the
studies.

The major difficulties faced in online learning is a poor network connection, due
to this technical glitch students are not able to understand the subjects. No
proper communication is another difficulty for the students. So, teachers should
communicate in a proper way which helps the student to understand the
subjects. By utilizing various gamified apps available in the E-learning which
will make interesting in the topics covered by the teachers

Major Findings of the Study

 The majority of the respondents felt that learning is more difficult in the

absence of classroom teaching.

 Most of the respondents prefer E-learning plays a dominant role to

continue their learning even in this pandemic situation.

 On a whole of 40% of the samples, collected education institutions are

equipped with necessary facilities to provide the learning to the students

even in pandemic situations.
15
  From the research, we are able to understand that accessing various

applications of E-learning helps the students to improve their skills.

 Most of the respondents are satisfied with the marks awarded through

internal assessment for the semester examination.

 From our study, we can able to understand that students to continue their

studies after this gap, various measures taken to cope with academics are
by providing proper guidance by the teachers and making interesting
lectures in online classes

Saroha (2013) compared attitude of different age groups people towards e-

learning. The objective of the study was to gathered information about attitude
of different age groups people towards e-learning. Findings of the study
revealed that out of all thirty respondents

nineteen respondents showed positive attitude, ten respondents showed negative

attitude and one respondent showed neutral attitude. Seventy percent of people
in between age fifteen to thirty had a positive attitude and remaining thirty
percent had a negative attitude towards E- Learning. Eighty percent of people in
between age group thirty to forty five showed positive attitude and remaining
twenty percent showed negative attitude towards E-Learning. Out of all
participants in between age group forty five to sixty, forty percent showed
positive attitude, fifty percent showed negative attitude and ten percent showed
neutral attitude towards E-Learning.

Karetal. (2014) studied university student‟s attitude towards E-Learning.

Objectives of the study were to compare the attitude of university students
towards e-learning based on their gender, residence and stream of study. Further
the study aimed at to find out interaction effects between gender and residence,
gender and stream, stream and residence and gender, residence and stream of
study. Findings of the study showed positive attitude of university students
towards E-Learning. Attitudes of students did not differ based on gender,
16
residence and stream of study. There were no significant interaction between
gender and residence, residence and stream, stream and residence and gender,
residence and stream.

Suri and Sharma (2013) studied how attitude of people towards computer
technology and E-Learning was affected by gender. Objectives of the study
were to analyze the effect of gender on scale on computer and e-learning
attitude of students and to analyze the effect of gender on use of e-learning
forms. Finding of the study showed that majority of the participants used
internet for sharing and getting information. Students used audiovisual materials
more than audio modes. Boy student‟s attitude towards computer technology
and E- Learning did not differ with girl student‟s attitude towards computer
technology and E- Learning. No significant relationship was found between
genders and using of E-Learning forms.

Suri and Sharma (2013) conducted a studied on how student's E-Learning

attitude was effected by age. The study intended to analyze the effect of age on
scale on computer and e- learning attitude of students, effect of age on student's
response towards provision for e- learning and to analyze the effect of age on
student's response towards provision for classroom lectures online. Findings of
the study revealed that age difference did not impact on computer, provision
for E-Learning and E-Learning attitude of the students. There was no

significant correlation between age of respondents and student‟s response

towards provision for classroom lectures online and provision for E-Learning
forms.

Dhamija (2014)) studied attitude of students towards the use of E-Learning.

Objectives ofthe study were to study the attitude of students towards the use of
e-learning and to find out the differences in the attitude of students based on
stream, gender and area. It can be concluded from the findings of the research

17
that, there were positive attitude of students towards E-Learning. Attitude of
students on the use of E-Learning did not differ based on their stream they were
studied. Gender and locality did not differentiate attitude of students towards the
use of E-Learning significantly

Behera et al. (2016) studied B.Ed student-teacher‟s attitude towards E-

Learning. Main objectives of the study were to investigate attitude of B.Ed
student-teachers towards e- learning and to find out differences between the
attitude of B.Ed student-teachers towards e- learning based on gender, locality,
type of training, category of students, type of colleges and stream. It was found
out from the study that seventy one percent student teachers had average
attitude, fifteen percent student -teachers had favorable attitude and fourteen
percent student- teachers had unfavorable attitude towards E-Learning. All
student-teachers had equal attitudes irrespective of gender, locality, types of
training, category of students, type of colleges and stream.

Dhas (2017) studied attitude of college students towards E-Learning. Objectives

of the study were to investigate the level of attitude of college students towards
e-learning. Further, to find out the differences between attitude of college
students with respect to their background variables and subjects. The study
concluded average attitude of students towards E-Learning at college level.
There were no significant differences between the attitudes of college students
based on their gender, stream, subject, locality and marital status. M.Phil
students had high positive attitude in comparison to undergraduate and
postgraduate students.

Elnoor et al. (2017) assessed information literacy competencies and attitude of

postgraduate veterinary students towards E-Learning. Main objectives of the
study were to assess the information literacy competencies of postgraduate
veterinary students and to investigate the attitude of postgraduate veterinary

18
tudents towards e-learning. Findings of the study revealed that majority of the
students had high level of information literacy competencies. Fifty five percent
of the students distinguished significant and not significant words from a
topic and
male respondents had higher power than female respondents. They were able to
identify the main concept in a topic. Most of the respondents had positive
attitude towards E-Learningand using of E-Learning tools.

Fouzdar & Behera (2017)) conducted a study on attitude of post graduate

students towards mobile learning. Main objectives of the study were to find out
the attitude of students towards mobile learning and to compare the attitude of
students towards mobile learning in relation to gender, locality, category, stream
and year of study. There was neutral attitude of post graduate students towards
mobile learning. There were no significant differences between the attitude of
post graduate students in relation to gender, locality and year of examination.
Attitude of postgraduate general students and postgraduate schedule
caste/schedule tribe students did not differ significantly. Postgraduate arts
students had more favorable attitude than postgraduate science students.

Khan (2017) analyzed attitude of engineering students of Bijnor district, Uttar

Pradesh towards E-Learning. The study intended to find out the attitude of
engineering students towards e-learning. Further to find out the differences
between the attitude of engineering students towards e-learning with reference
to gender and locality. The findings of the study concluded average attitude of
engineering students towards E-Learning. There were no significant differences
between the attitude of engineering students with reference to gender and
locality.

Konwar (2017) studied E-Learning attitude of students at college level. The

study intendedto investigate the attitude of college students towards e-learning

19
and to find out differences between the attitude of college students on the basis
of gender and locality. Majority of thirty nine percent college students had high
positive attitude towards E- learning.

Boya and girls student‟s attitude did not differ significantly. Locality did not
differentiate student‟s E-Learning attitude at college level.

Thakkar and Joshi (2017) studied student's attitude towards E-Learning. The
objectives of the study were to analyze the attitude of diploma engineering
students towards the use of e- learning. Further the study aimed to investigate
differences between the attitude of students towards the use of e-learning based
on gender, locality and category of students. Findings of the study revealed that
large number of students had positive attitude towards E-Learning. The attitude
of students did not differ significantly based on gender and locality. The
attitude
of reserved category students did not differ from the attitude of general category
students significantly.

Basumatary (2018) studied attitude of senior secondary school students

towards E-Learning.The main objectives of the study were to investigate nature
of investigation‟s scores of students in relation to gender, locality, stream and
type of school. Further to compare the attitude of students towards e-learning in
relation to gender, locality, stream and type of school. The results of the study
indicate that level of E-Learning attitude of male senior secondary school
students differed with the level of E-Learning attitude of female senior
secondary school students. Rural and urban school students differed in their
level of E- Learning attitude. Attitude of senior secondary school students
differed based on stream. No significant difference was found between the
attitude of government senior secondary school students and private senior
secondary school students towards E-Learning.

20
Gupta and Sharma (2018)) studied attitude of students at senior secondary
school level towards E-Learning. Objectives of the study were to investigate the
attitude of senior secondary school students towards e-learning, to study the
attitude of senior secondary school students based on their gender, residential
background, school types and stream. Female students had low positive attitude
towards E-Learning than male students. Rural and urban school students had
equal attitude towards E-Learning. Students belonging to arts stream and
science stream had equal attitude towards E-Learning. Private school students
had highpositive attitude than government school students.

Sao et al.(2018) studied attitude of B.Ed student teachers towards mobile

learning. Main objectives of the study were to ascertain the attitude of B.Ed
student teachers towards mobile learning and to differentiate attitude of B.Ed
student teachers towards mobile learning with some demographic variables.
There was average level of attitude of B.Ed student teachers towards mobile
learning. Attitude of B.Ed student teacher towards mobile learning significantly
differed based gender. There existed no significantly differences between
attitude of B.Ed student teachers towards mobile based on locality, service
condition, type of colleges and stream.

Pathak et al. (2019) studied perception and attitude of students towards E-

Learning. Main objectives of the study were to investigate the attitude and
perception of students towards e- learning in relation to gender, locality and
current level of education.
The findings of the study revealed high positive attitude and perception of
students towards E-Learning. Boys and girls student‟s attitude and perception
was positive towards E- Learning. Student‟s belongingness did not influence
their attitude and perception towards E- Learning. Attitudes and perceptions of
12th class students, undergraduate students and postgraduate students were
positive towards E-Learning while diploma students had a neutral attitude and
21
perception towards E-Learning.

Periasamy (2019) studied attitude of B.Ed trainees towards E-Learning. The

objectives of the study were to find out the attitude of B.Ed trainees towards e-
learning and to differentiate their attitude towards e-learning in-relation to
socio-economic variables. The findings of the study showed that students
among various age groups had equal attitude towards E-Learning. Boys B.Ed
students and girls B.Ed students were equal in their attitude towards E-Learning.
B.Ed students having undergraduate qualification had higher positive attitude
than B.Ed students having postgraduate qualification. Science students had
higher attitude than arts students towards E-Learning. All B.Ed students had
equal attitude towards E-Learning in regard to their family type. There was high
positive attitude of rural residence B.Ed students than urban residence B.Ed
students. First year B.Ed students had lower positive attitude than second year
B.Ed students.

Nachimuthu (2020) studied student teacher‟s attitude towards online learning

during COVID-19 pandemic period. Objectives of the study were find out the
attitude of the student teachers towards e-learning and to compare the attitude of
student teachers based on gender, type of institution and group of study. The
results of the study revealed that student teachers had positive attitudes toward
E-Learning. There was no significant difference between male and female
student teacher‟s attitudes toward E-Learning in COVID-19 pandemic period.
There was significant difference between private and government institutions
student teacher‟s attitude towards E-Learning in COVID-19 pandemic. Attitude
of student teachers belonged to arts stream differed from the attitude of student
teachers belonged to science stream in COVID-19 pandemic

Raheem and Khan (2020) studied the role of E-Learning during COVID-19
period. Main objective of the study was to investigate the role of e-learning in

22
 English language teaching and learning in COVID-19 crisis. E-Learning had a
positive effect on student‟s English language learning. E-Learning increased
student‟s knowledge about English language. In COVID-19 period E-Learning
used as the most effective way of teaching and learning with
the help of different applications. Teaching learning materials were available for
the students through different online modes.

Sheteet al. (2020) conducted a study on the perception of MBBS students

regarding E- Learning during COVID-19 lockdown. The objective of the study
was to find out the perception of students regarding e-learning during COVID-
19 pandemic period. The findings of the study revealed that majority of sixty
two percent students agreed to use both face to face and E-Learning. Face to
face learning was preferred by thirty one percent students and E-Learning was
preferred by seven percent students. Blended learning was preferred by the
learners. Number of students used mobile phones was greater than the number
of students used laptops.

Studies in Abroad related to E-Learning

Oktem (2020) studied attitude of physical education and sports education

students towards E-Learning. Main objective of the study was to investigate the
attitude of sports education students towards e-learning. The result of the study
revealed that there were no significant differences on the basis of gender
towards E-Learning tendency and E-Learning avoidance. There were no
significant differences among students of different departments towards E-
Learning tendency but the score of coaching department students towards E-
Learning avoidance was lower than physical education department and sports
management department students. Attitude of students towards E-Learning
tendency and E-Learning avoidance were significantly different on the basis of
grades.

23
Subedietal (2020) studied impact of E-Learning during COVID-19 pandemic
among nursing students and teachers in Nepal. Main objectives of the study
were to investigate attitude of nursing students and teachers towards benefits of
e- learning, problems faced by teachers and students while using electronic
media during online classes and to assess the association of problems faced by
students and teachers during online class with some demographic variables. The
findings of the study revealed that majority of the respondents had positive
attitude towards E-Learning. Problems faced by the teachers and students during
online class were slow internet access, lack of knowledge regarding use of
medias, irregularity of student‟s joining and leaving the class, lack of interaction
with students, unavailability of study materials, headache and electricity
problems.
There was a significant
association of attitude and problems or activities of students and teachers in-
relation to selected demographic variables.

Unger and Meiran (2020) studied attitude of students towards online learning
during the COVID-19 period. Main objectives of the research were to study
perception of students towards online learning, misinformation in media,
knowledge about disease and level of preparedness during COVID period.
Findings of the study revealed that majority of the students showed that online
learning was not same with the offline learning. They found misinformation on
COVID-19 from media. Majority of the students agreed that preventive
measures were based on science and medical knowledge.

2.6 Rationale of the Study

This is the age of science and technology. Science and technology have been
tough each and every part and path of human being and it has great role in the
development of human being it may education, economics, social, political, etc.
Somehow, at present technology is playing a great role to bring satisfaction.
24
Implies learning by means of computers, web pages, video conferences, etc. It
accommodates multiple learning activities. The demand of the E-Learning has
increased due to COVID-19 pandemic. In the situation of offline mode of
teaching is not provided to all the students and they are bound to attain online
classes. Attitude of students towards E-Learning determines use of E-Learning
resources, student‟s participation and involvement in the E-Learning process. E-
Learning is using as an alternative solution in teaching learning process during
COVID-19 era.

A retrospective review of related literatures showed that numerous studies have

been conducted on attitudes of students towards E-Learning all over the world.
Findings revealed positive attitudes of respondents towards E-Learning. A
number of studies have been conducted to study the attitude of students at
different levels of education. A number of research have been conducted on
attitude of senior secondary school students (Basumatary, 2018; Gupta &
Sharma, 2018), postgraduate students (Elnoor et al., 2017; Fouzdar & Behera,
2017) and student-teachers (Behera et al., 2016; Sao et al., 2018; Periasamy,
2019;Nachimuthu, 2020) towards E-Learning.

From the above analysis the findings reveals that a few number of research have
been conducted to assess the attitude of students towards E-Learning at
undergraduate level, which

have great impact during COVID-19 period. A little number of studies has been
conducted in Odisha. Therefore, it is the need of the hour to know the attitude of
undergraduate students towards E-Learning. It assumed that E-Learning have
been replaced in absence of physical classroom teaching and students
collectively getting benefit of learning facilities in their suitable situation, place
and time. Thus, the present study has been undertaken by the investigator.

25
 CHAPTER – 3
RESEARCH
METHODOLOGY

26
 CHAPTER - 3

RESEARCH METHODOLOGY

Research methodology is the specific procedures or techniques used to identify,

select, process, and analyze information about a topic. In a research paper, the
methodology section allows the reader to critically evaluate a study‟s overall
validity and reliability. The methodology section answers two main questions;
(1) How was the data collected or generated?

(2) How was it analyzed?

Objective
To understand the impact of COVID -19 on teenagers
education.
 To understand the seriousness of COVID -19 on mankind.
 To analyze the effects of COVID-19 on the educational system.
 To identify the changes and opportunities for institutions
due to COVID -19.

27
RESEARCH PROCESS-

The research process involving identifying, locating, assessing, and analysing

the information need to support research question, and then developing and
expressing ideas. The research process can be broken down into various steps,
making it more manageable and easier to understand. This module will give an
idea of what is involved in each step, in order to give a better overall picture of
where you are in your research, where you will be going, and what to expect at
each step. Being a systematic enquiry, it requires careful planning of the orderly
investigation process.

Research Type:

The type of research conducted for this Dissertation Research project is

Descriptive Research.

Descriptive Research Design:

It includes surveys and facts finding enquiries of different kinds. It Is a fact-

finding investigation with adequate interpretation. It is the simplest type of
research, and is more
specific than an exploratory study, as it focuses on particular aspects of the
problem being studied, sore search design used forth is project was descriptive
research design.

Descriptive research method was the best method applicable to the existing
problem mentioned in this project report. Here, the study is conducted to
determine the fact

Sampling-

An integral component of a research design is sampling plan. Specifically, it

28
Addresses three questions:

I. Whom to survey (the sample unit)?

II. How many to survey (the sample size)?
III. How to select the them (sampling procedures)

Making the entire universe will be impossible on the account to limitations of

time and money. Hence sampling becomes inevitable. A sample is only
apportioned of the universe of population.

According to Yule, “The object of sampling to get maximum information about

the parent population with minimum efforts. Properly done procedures are the
representative data of the entire population”.

Research Design-

1) Sampling size

A decision has to be taken concerning a sample unit before selecting sample.

Sample unit may be geographical one such a state, district, and villages, etc. In
this dissertation the sample size is 48.

2) Sampling Methods-

Sampling methods is categorized under two parts-

(a) Probability sampling (b) Non-Probability sampling

Probability sampling is known as random sampling or chance sampling. Under
this sampling design every item of the universe has equal chance or probability.
In this dissertation, under probability sampling, Simple random sampling is
chosen for data collection.

Non-Probability Sampling is also known as deliberate sampling, purposive and

judgmental sampling. Non-probability sampling is which that do not provide
every item in the universe with a known chance of being include in the sample.
29
In this research, under non-probability sampling, Convenience sampling is
selected for data collection.

3) Collecting the data

The data collection follows the information of research design including the
sample plan. Data, which can be secondary or primary, can be collect by using
variety of tools. These tools are classified into two broad categories, the
observation method and the survey method, all which have inherent advantages
and limitations.
1. Primary Data

Primary data is data that is collected by a researcher from first-hand sources,

using methods like surveys, interviews, or experiments. It is collected with the
research project in mind, directly from primary sources. In the most research
areas, field survey is commonly used to collect primary data from the
respondents, surveys can be:

Personal
Interview
Questionnaire

It is common practice to use structured questionnaire prepared in advanced, to

elicit the necessary from the respondents. Whether it is personal or mail survey,
it is necessary to design suitable questionnaire, conduct a pilot survey and
undertake a pre-testing of the questionnaire.

In this research paper, primary data is collected through questionnaire.

2. Secondary Data

Secondary data means data that are already available, it means which have
already been collected and analyzed by someone else. When research utilizes
secondary data, research has

30
to look into various sources from where searcher can obtain data; usually data
published is available in

Technical and trade journals;

Books, magazines and newspapers;
Reports and publications of various association

In this research paper, the secondary data is collected external sources such a
Magazines ,Books, Websites.

31
 CHAPTER - IV
DATA ANALYSIS AND
INTERPRETATION

32
 CHAPTER - IV

DATA ANALYSIS AND INTERPRETATION

Data analysis and interpretation is the process of assigning meaning to the

collected information and determining the conclusions, significance and
implications of the findings. It is important and exciting step in the process of
research. In all research studies, analysis follows data collection.

According to C.R. Kothari, “The term analysis refers to the computation of

measures along with searching for patterns of relationship that exist among data-
groups”. Analysis involves estimating the values of unknown parameters of the
population and testing of hypotheses for drawing inferences.

The aim of the study is to find out the “SOCIO ECONOMIC &
EDUCATIONAL IMPACT OF COVID -19 ON TEENAGER OF LUCKNOW
UNIVERSITY”. The collected data are arranged properly, analysed
systematically and interpreted precisely.

33
1-Gender of Respondents involved in Impact of covid 19 on higher student
survey.

Table 1.1 Gender of the respondent

Gender Respondent Percentage

Male 16 33.33%

Female 32 66.67%

Other 0 0
TOTAL 48 100.00

Fig 1.2 gender of the respondent Interpretation-

Table 1.1 and Fig 1.2 depicts the classification of gender of respondents
which reveal that 66.7% are male respondents and 33.3% are female
respondents respectively

34
 2- The Qualification of the respondent involved in Impact of covid on higher
education.

Table 2.1 Qualification of the respondents

Options Respondent Percentage

Bachelor‟s Degree 12 25.53

Master‟s Degree 33 70.21

Doctoral degee 1 2.13

Others 1 2.13

No answer 1
TOTAL 48
100.00

Fig2.2–Qualification of their Spending

Interpretation-
Table 2.1 and Fig 2.2 shows the qualification of respondents. The majority of population are
master degree i.e. 70.21%, the respondent which are bachelor degree are 25.53 are and the
minority of population comes the doctoral degree and others of education are 2.13% and 2.13%
respectively

35
3- Area of Respondents

Table 3.1 Area of Respondents

Option Respondent Percentage

Rural area 9 18.75

Urban area 39 81.25%

TOTAL 48 100.00

Fig 3.2 – Area of the respondents

Interpretation-

Table 3.1 and Fig 3.2 shows the qualification of respondents. The majority of
population live in Urban area i.e. 81.25%, and the minority of population lives
in rural area i.e. 18.75 respectively

36
 4- Who lives in your household besides yourself?

Who lives in Respondents Percentage

your household
besides
yourself?
I live alone 7 14.58%

I live with my family 36 75.00%

None of the above 5 10.42%

TOTAL 48 100.00

Table 4.1 who lives in your household besides yourself.

Fig4.2 Who lives in your household besides yourself

Interpretation-

Table 4.1 and 4.2 shows majority of the student lives with their family i.e.75.00%and 14.58
37
% lives alone.

38
5-Have your offline classes been cancelled due to Covid- 19 pandemic?

Table 5.1 Offline classes been cancelled.

Have you offline Respondents Percentage

classes cancelled?
NO 27 33.8%

Yes 8 10%

Not applicable 19 23.8%

48 100.00
TOTAL

FIG 5.2 OFFINE Classes been cancelled.

Interpretation-

Table 5.1 and Fig 5.2 shows the offline claases been cancelled. 91.7% of
respondents are comes under the category of student who said their offline
classes been cancelled, 6.25% of respondents are under the category of student
who said their offline classes not been cancelled , 2.08% did not respondents .

39
6- Since offline classes were cancelled then in which mode lectures were
happening?

Table 6.1 Which mode lectures were happening?

Options Respondent Percentage

Online in real time 36 75.00%

Online with an audio recording 4 8.33%

Online by sending presentations to student 3 6.25%

Others 5 10.42%
TOTAL 48 100.00

Fig 6.2 Which mode lecturer were happening?Interpretation-

Table 6.1 and Fig 6.2 shows that most of the students online classes are through
online in real time or videoconference, i.e.75.00%.,some of the student online
classes is through online with an audio recording,i.e.8.33%and 6.25% student is
through by sending presentations to student and 10.42 student online classes is
through some other way.
40
7-Respondents level of satisfaction with online classes.

Table 7.1 Level of satisfaction

Options Respondent Percentage

Dissatisfied 18 37.50%

Neutral 19 39.58%

Satisfied 10 20.83%

Not applicable 1 2.08%

TOTAL 48 100.00

Fig 7.2 Level of Satisfaction

Interpretation

Table 7.1 and fig 7.2 shows that 37.50% were not satisfied with online
classes and 20.83% were satisfied with their online classes and 39.58% are
neutral.
41
8- On average, compared to the workload before offline classes were
cancelled, would you say that your study workload over the last weeks
has been

Table 8.1 workload of student

Options Respondent Percentage

Smaller 19 39.58%

Larger 19 39.58%

Neutral 10 20.83%
TOTAL 48 100.00

Interpretation

Table 8.1 and Fig8.2 shows similar study workload before offline classes and
after online classes .i.e.39.58%

42
9. Since offline classes were cancelled, how satisfied have you
been with the organization.

Table 9.1 Level of satisfaction with organization

Options Respondent Percentage

Dissatisfied 15 31.25%

Neutral 22 45.83%

Satisfied 11 22.92%

TOTAL 48 100.00
Fig 9.2 Level of satisfaction with organization

Interpretation

Table 9.1 and figure 9.2 shows that 31.25 % students are not satisfied with their
organization and 22.92 % student are satisfied with their organization. and
45.83% student are neutral .

43
10-Are you from Science stream?

Table 10.1 respondents from science stream

Options Respondent Percentage

Yes 12 25.00%

No 36 75.00%
TOTAL 48 100.00

fig 10.2 Respondents from science stream

Interpretation

IN our survey Table 10.2 and figure 10.2 shows that mostly student are not
from science background. Only 25.00% students are from science
background.

44
11- If ,yes problem faced by during covid 19.

Table 11.1 problem faced by science stream.

Options Respondent Percentage

Lack of practical 3 6.98%
applications
Lack of technical skills 3 6.98%
Only theoretical 3 6.98%
knowledge gained
All of the above 20 46.51%
none of the above 14 32.56%
TOTAL 48 100.00
Fig 11.2 Problem faced by science stream.

Interpretation-

Table 11.1 and Fig 11.2 shows the problem faced by science student. 6.98%. science student
faced lack of pratical application of and 6.98% lack of technical skills and 6.98% only
theoretical knowledge gained. Overall 46.51% science student faced all the above problem.
At last, 32.56% science student did not face any problem.
45
12-Was online learning sufficient for science stream .

Table 12.1 Science student sufficient from online learning

Options Respondent Percentage

Yes 5 12.20%

No 36 87.80%

No answer 7
TOTAL 48
100.00

Fig 12.2 Science student sufficient from online learning

Interpretation:

Table 12.1 and figure 12.2 shows that 87.80% science student faced problem in
online learning as through online only theoretical knowledge is gained and there
is lack of technical knowledge .and only 12.20 % science student are satisfied.

46
13-In you home ,do you have access to the following?

Table 13.1 Students access to the following.

Options Respondent Percentage

Mobile 16 33.33%
Laptop 4 8.33%
A good internet 1 2.08%
connection
All 26 54.17%
Neither 1 2.08%
TOTAL 48 100.00
Fig 13.2 students access to the following.

Interpretation

Table 13.1 and fig 13.2 shows that most of the student have mobile .ie. 33.33%.

And remaining student 8.33% have access to the laptop .Overall 54.17 %
student have access to mobile ,laptop and good internet connection .it means
54.17% student can attend online classes and 2.08% student unable to attend
online classes.
47
14-Which following emotions you felt while attending your classes and
studying since the outbreak of covid -19 in your country.

Table 14.1 Emotion felt by student

Options Respondent Percentage

Joyful 5 10.42%

Frustrated 15 31.25%

Bored 22 45.83%

Hopeless 6 12.50%
TOTAL 48 100.00
Fig 14.2 Emotion felt by student.

Interpretation

Table 14.1 and figure 14.2 states that students were feeling negative
emotions .most student were bored i.e.45.83and and frustrated i.e.31.25 and
hopeless i.e.12.50 .only 10.42 student were feeling joy full .

48
15-Which following worries you have during covid19 pandemic?

Table 15.1 Worries of the student.

Options Respondent Percentage

Personal physical 19 40.43%

and mental health
Family and relationship 8 17.02%

Studying issues 13 27.66%

Leisure activities 7 14.89%

No Answer 1
TOTAL 48
100.00
Figure 15.2 Worries of the student .

Interpretation

Table 13.1 and Figure 13.2 shows that 40.43% students worries about their
personal health and mental health and 17.02 % students worries about their
Family and Relationship and 27.66% students worries for studying and 14.89%
student worries for leisure activities.
49
16-Do you pay tuition fees?

Table 16.1 Do you pay tuition fees.

Options Respondent Percentage

Yes 24 50%

No 24 50%
TOTAL 48 100.00

Fig 16.2 Do you pay tuition fees.

Interpretation

Table 16.1 and Figure 16.2 show same result. Half of the students pay their
fees and half of the student did not pay their fees.

50
17-Do you receive a scholarship for your studies?

Table 17.1 Students receive scholarship.

Options Respondent Percentage

Yes 9 18.75%

No 39 81.25%

TOTAL 48 100.00

Fig 17.2 Students receive scholarship.

Interpretation

Table17.1 and Figure17.2 shows that 18.75% student receives scholarship

and 81.25% student did not receive scholarship.

51
18-When you taken into account your family total monthly disposable
income would you say that your family can pay the overall costs of your
study.

Table 18.1 Pay the overall costs of your study.

Option Respondent Percentage

Easily 13 27.08%

Difficulty 12 25.00%

With small difficulty 19 39.58%

Very easily 4 8.33%

TOTAL 48 100.00

Figure 18.2 Pay the overall costs of your study.

Interpretation

Table 18.1 and Figure 18.2 shows that 27.08% students easily pay their
fees,25.00% students pay their fees with difficulty and 39.58% student pay
their fees with small difficulty and 8.33% students pay their fees very easily.
52
19- Have you had a paid job during the current academic year or were you
planning on having a paid job during the current academic year?

Table 19.1 students status on Occupation

Options Respondent Percentage

Yes ,I worked regularly 3 6.25%

Yes, I worked Occasionally 7 14.58%

NO, I have not worked but 20 41.67%

was planning to do

No, I have not worked and 13 27.08%

was not planning to do

None of the above 5 10.42%

TOTAL 48 100.00
Figure 19.2 Students status on Occupation

Interpretation

Table 19.1 and figure 19.2 shows that 6.25% student worked regularly.14.58% student
worked occasionally this year and 41.67% have not worked but planning to do and
27.08%student Did not worked this academic year.
53
20-In the context of the covid19 pandemic please indicate whether-

Table 20.1 Fees Structure of the Student

Options Respondent Percentage

Fee payment has remained 42 87.50%

the same

My institution has 1 2.08%

reduced the amt

My institution has 0 0.00%

cancelled the fees

None of the above 5 10.42%

TOTAL 48 100.00
Figure 20.2 Fees Structure of the student

Interpretation

Table 20.1 and figure 20.2 shows that 87.50% students fee payment has remained
the same
.and 2.08% institution reduced the amount. And no institution had cancelled the fees.

54
21-Please assess the satisfaction in dealing with the covid 19 pandemic of
the university or institution.

Table 21.1 University Dealing with covid 19 .

Options Respondent Percentage

Satisfied 14 29.17%

Neutral 26 54.17%

Dissatisfied 8 16.67%
48 100.00
TOTAL
Figure 21.2University dealing with covid 19.

Interpretation

Table 21.1 and Figure 21.2 shows that 29.17% student are satisfied with their
institution in dealing with covid 19and 16.67% are not satisfied with their
institution in dealing with covid and 54.17% are neutral.

55
22-Have you moved due to the covid 19 pandemic (For example from hostel to
family home)

Table 22.1 Student moved due to covid

Options Respondent Percentage

Yes 21 43.75%

No 27 56.25%
TOTAL 48 100.00

Figure 22.2 Student moved due to covid

Interpretation

Table 22.1 and Figure 22.2 shows that 43.75% students moved during Covid
19 and 56.25% did not move during their covid 19.

56
23-Please assess the frequency of your habits like „washing your hand‟
“not leaving the house for necessary reason” and avoided crowds during the
covid 19 pandemic.

Table 23.1 Habits of Respondents during covid 19.

Options Respondent Percentage

Often 11 22.92%

Rarely 7 14.58%

Always 30 62.50%
48 100.00
TOTAL
Fig 23.2 Habits of Respondents during covid 19

Interpretation

Table 23.1 and Figure 23.2 shows that 62.50% respondent always follow habits
like was washing your hand regularly and avoide crown area and not leaving the
house for unnecessary reason during covid 19.some respondents often follow
this routine and its percentage is 22.92% and 14.58% respondents rarely follow.

57
 24-To your knowledge, are you or have you been infected with covid 19.

Table 24.1 respondent infected with Covid 19

Options Respondent Percentage

No 29 60.42%

YES 19 39.58%
TOTAL 48 100.00
Fig 24..2 Respondent infected with covid 19

Interpretation

Table 24.1 and Figure 24.1 shows that 60.42 respondent are not infected with
covid 19 and 39.58% respondent are infected with covid 19

58
 25- Are you vaccinated against covid 19?

Table 25.1 Respondent Vaccination

Options Respondent Percentage

Yes 43 89.58%

No 5 10.42%
TOTAL 48 100.00
Figure 25.2 Respondent Vaccination

Interpretation

Table 25.1 and Figure 25.2 shows that 89.58% respondent are vaccinated
against covid 19 and 10.42% are not vaccinated against covid 19.

59
 26-Whom do you trust for information about Covid 19?

Table 26.1 Respondent seek information

Options Respondent Percentage

Social Media 6 12.50%

Newspaper 11 22.92%

Health Workers 4 8.33%

National covid-19 27 56.25%

information website
48 100.00
TOTAL
Fig 26.2 Respondent seek information

Interpretation

Table 26.1 and Figure 26.2 shows that from whom respondents trust from
seeking information about covid . 56.25% respondents seek information from
National covid 19 information website.12.50% respondents seek information
from social media, and 22.92% respondent seek information from newspaper.
And 8.33% respondent seek information from health worker.
60
 27-How often did you seek information about covid 19?

Table 27.1 How often did respondent seek information ?

Options Respondent Percentage

Never 12 25.00%

Once a day 26 54.17%

Several time a day 10 20.83%

TOTAL 48 100.00
Figure 27.2 How often did respondent seek information?

Interpretation

Table 27.1 and Figure 27.2 shows that 25.00% respondents never seek information
.54.17% respondents seek information once a day.20.83% seek information.

61
 CHAPTER-V
FINDINGS &
SUGGESTIONS

62
 FINDINGS

COVID-19 has impacted immensely to the education sector of India. Though it

has created many challenges, various opportunities are also evolved. The Indian
Govt. and different stakeholders of education have explored the possibility of
Open and Distance learning (ODL) by adopting different digital technologies to
cope up with the present crisis of COVID-19. India is not fully equipped to
make education reach all corners of the nation via digital platforms. The
students who aren’t privileged like the others will suffer due to the present
choice of digital platforms. But universities and the government of India are
relentlessly trying to come up with a solution to resolve this problem. The
priority should be to utilize digital technology to create an advantageous
position for millions of young students in India. It is need of the hour for the
educational institutions to strengthen their knowledge and Information
Technology infrastructure to be ready for facing COVID-19 like situations.

Even if the COVID-19 crisis stretches longer, there is an urgent need to take
efforts on maximum utilization of online platforms so that students not only
complete their degree in this academic year but also to get ready for the future
digital oriented environment. The concept of “work from home” has greater
relevance in such pandemic situation to reduce spread of COVID-19. India
should develop creative strategies to ensure that all children must have
sustainable access to learning during pandemic COVID-19. The Indian policies
must include various individuals from diverse backgrounds including remote
regions, marginalized and minority groups for effective delivery of education.
As online practice is benefitting the students immensely, it should be continued
after the lockdown.

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 SUGGESTIONS
 India should develop creative strategies to ensure that all children must

have sustainable access to learning during pandemic COVID-19. The

Indian policies must include various individuals from diverse
backgrounds including remote regions, marginalised and minority groups
for effective delivery.
 Immediate measures are required to lessen the effects of the pandemic on

job offers, internship programs, and research projects.

 Many online learning platforms offer multiple programmes on the same

subjects with different levels of certifications, methodology and

assessment parameters.

So, the quality of programmer may differ across different online learning
platforms. Therefore, establishment of quality assurance mechanisms and
quality benchmark for online learning programmer must be developed and
offered by Higher Education Institutions (HEIs) in India keeping in view of
rapid growth of the online learning platforms.

 Across the globe, Indian traditional knowledge is well known for its

scientific innovations, values and benefits to develop sustainable

technologies and medicines and this knowledge systems in
different fields should be integrated with a present-day
mainstream higher education system.
 Govt. and educational institutes should plan to continue the educational

activities maintaining social distancing.30-40% students and teachers

may attend schools/colleges in two shifts per day to carry on educational
activities by obeying guidelines for COVID-19.
 At current times, access to technology and internet is an urgent

requirement. So, the digital capabilities and the required infrastructure

64
 must reach to the remotest and poorest communities to facilitate the
students to continue their education during the pandemics. There is a need
to deploy public funds to fix the internet gap and ensure that students
continue to learn digitally. The state governments/private organisations
should come up with ideas to address this issue of digital education.
Some significant issues associated with distance learning strategies like the availability
and access to digital devices with internet connectivity, the need for safe learning spaces,
creating capabilities for teachers, families and students to operate and navigate digital
devices, and engaging lesson plans for disabled students and other marginalised
groups should be addressed by Govt. and the stakeholders.

LIMITATIONS-

 A convenience sample was used for the data collection which makes the

result no readily general sable. Although great effort was put in to get a
sample which include people from different demographics.

65
 CHAPTER-VI
CONCLUSION

66
 CONCLUSION

In order to limit the accelerated spread of the corona virus disease, almost all
educational institutions worldwide physically closed down in line with decisions
taken by national governments. Due to the wholesale cancellation of face-to-
face teaching, a transition to online emergency remote teaching was
accelerated across all levels of the education sector. At this point, it became
inevitable for policymakers and educational administrators to rapidly develop
more functional plans, and to implement these plans urgently in order to address
the potential for the victimization of disadvantaged students in higher education
due to online education fast having become the only viable working solution on
offer through which to realize their ongoing education.

It is still very difficult to predict when university campuses will reopen to

physical tuition, and what the consequences of this period will have been to the
education of the next generation on a global scale. University administrators,
academicians, and other related professionals are undoubtedly aware of the
profound effect that the COVID-19 pandemic has imposed on higher education.

As such, academic administrators and practitioners, through paying close

attention to the role of online learning in higher education, need to anticipate the
potential effect of certain negativities within the online teaching-learning
process, and must therefore develop and implement measures necessary to limit
the negative impact and to contribute to alleviating the concerns held by both
students and academicians with regards to this issue.

67
QUESTIONNAIRE

68
 QUESTIONNAIRE

SOCIO ECONOMIC & PSYCHOLOGICAL IMPACT OF COVID -19

District/City…………. Sector/Place………….

IDENTIFYING INFORMATION:

 Name of child worker  Nature of the work …………………

……………………..

 Father’s  Age........................,

Name…………………….

 Sex ……………..  Guardian’s Name ………………….

 Religion ………….  Home ………………………..

 address………………………….

 Category : SC \ ST\ OBC\  Name of the Employer………

General……….

 Sub caste …………………  Trade……………..

 Education ………………  Address of Workplace………..

 Monthly Income

…………………..

69
  Who lives in your household besides yourself?

☐ I Live alone

☐ I live with my family

☐ None of the above

 Have your offline classes been cancelled due to covid -19 pandemic?

☐ No

☐ Yes

☐ Not applicable

 Since offline classes were cancelled then in which mode lectures were
happening? S

☐ Online in real time(Video conference)

☐ online with an audio recording(not in real time)

☐ Online by sending presentations to students

☐ Others

70
 Please assess your level of satisfaction with online classes?

☐ Dissatisfied

☐ Neutral

☐ Satisfied

☐ Not applicable

 On average ,compared to the workload before offline classes were

cancelled, would you say that your study workload over the last weeks
has been

☐ Smaller

☐ Larger

☐ Neutral

 Since offline classes were cancelled ,how satisfied have you been with
the organization

☐ Dissatisfied

☐ Neutral

☐ Satisfied

71
  Are you from Science Stream?

☐ YES

☐ No

 If ,yes problem faced by you during covid 19

☐ Lack of Practical applications

☐ Lack of technical skills

☐ only theoretical Knowledge gained

☐ all of the above

☐ None of the above

 Was online learning sufficient for science stream?

☐ Yes

☐ No

 In your home, do you have access to the following?

☐ Mobile

☐ Laptop

72
☐ A good Internet connection

73
Which following emotions you felt while attending your classes and
studying since the outbreak of covid-19in your country?

☐ joyful

☐ Frustrated

☐ Bored

☐ Hopeless

 Which following worries you have during covid 19 pandemic?

☐ Personal Physical and mental health

☐ Family and relationship

☐ Studying issues (lectures, seminars, practical work)

☐ Leisure activities (sport and cultural activities, hanging out with friends)

 Do you pay tuition fees?

☐ Yes

☐ No

74
 Do you receive a scholarship for your studies?

☐ Yes

☐ No

 When you taken into account your family total monthly disposable
income would you say that your family can pay the overall costs of
your study?

☐ Easily

☐ Difficulty with small difficulty

☐ very easily

 Have you had a paid job during the current academic year or were you
planning on having a paid job during the current academic year?

☐ Yes, I worked regularly this academic year

☐ Yes, I worked occasionally this academic year

☐ No, I have not worked this academic year but was planning to

☐ No, I have not worked this academic year and was not planning to work

☐ None of the above

75
 In the context of the covid -19 pandemic please indicate whether-

☐ fee payment has remained the same at my institution

☐ my institution has reduced the amount

☐ my institution has cancelled the fees

☐ none of the above

 Please assess the satisfaction in dealing with the covid 19

pandemic of the UNIVERSITY OR Institution?
☐ Satisfied

☐ Neutral

☐ Dissatisfied
☐

 Have you moved due to the covid -19 pandemic (for example from
hostel to family home?)

☐ Yes

☐ No

76
  Please assess the frequency of your habits like “washing your hand”
“not Leaving the house for necessary reason” and avoided crowds
during the covid 19 pandemic.

☐ Often

☐ Rarely

☐ Always

 To your Knowledge, are you or have you been infected with covid-19

☐ No

☐ Yes

 Are you vaccinated against Covid 19?

☐ Yes

☐ No

 Whom do you trust for information about Covid -19

☐ Social media

☐ Newspaper

☐ Health Workers

☐ National covid-19 information website

77
 How often did you seek information about COVID 19?

☐ Once a day

☐ Several time a day

☐ Never

78
REFERENCES

79
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divide/

2. Gopinathan, C. P., & Ramachandran, K. (2020, April 14). Higher Education

post-COVID-

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education-post-covid- 19/article31341564.ece

4. The Indian Express. (2020, June 8). Digital divide may turn shift to online

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https://indianexpress.com/article/education/digital- divide-may-turn-shift-to-

online-classes-6448262/

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7.Pravat Ku. Jena 2020a. Challenges and Opportunities created by Covid-19 for

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