BACK TO SCHOOL: STUDENTS’ WILLINGNESS TO ATTEND FACE-TO-FACE CLASSES IN THE NEW NORMAL EDUCATION SYSTEM
Keywords:
Willingness, Face-to-face Classes, New Normal Education System, COVID-19 Pandemic
Abstract
This research sought to find the level of students' willingness to attend face-to-face classes in the new normal education system. The respondents of this study were 1,551 students of BPSU during the academic year 2021-2022. This study is quantitative research; thus, it uses a descriptive method of research design and fact-finding inquiry to assess and explain the relationship between the respondents' profiles and their willingness to attend face-to-face classes. Since this study was conducted during the pandemic, the researcher used Google Forms to gather data. The results of this study showed that students are much more willing to attend face-to-face classes in the new normal education system. There is a significant relationship between respondents' profiles in terms of COVID-19 vaccination, health comorbidities, experience in online classes, self-test anxiety, and their willingness to attend face-to-face classes in the new normal education system.
Academic leaders would do well to understand student decisions, and their humanistic learnings must be judged concerning students' possession of the interests and beliefs that the respective academics in new normal environments seek to reinforce and reward at the time students enter face-to-face classes in the new normal education system.
References
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[29] B. Jonsson, C. Wiklund-Hörnqvist, T. Stenlund, M. Andersson, and L. Nyberg, “A learning method for all: The testing effect is independent of cognitive ability,” Journal of Educational Psychology, vol. 113, no. 5, p. 972, 2021. https://psycnet.apa.org/doi/10.1037/edu0000627
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[39] B. M. Jena, S. L. Gupta, and N. Mishra, “Effectiveness of online learning and face-to-face teaching pedagogy,” in Transforming Higher Education Through Digitalization, pp. 21–43, 2021. https://doi.org/10.3390/su13010057
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[41] L. Razmerita, K. Kirchner, K. Hockerts, and C. W. Tan, “Modeling collaborative intentions and behavior in digital environments: The case of a massive open online course (MOOC),” Academy of Management Learning & Education, vol. 19, no. 4, pp. 469–502, 2020. https://doi.org/10.5465/amle.2018.0056
[42] B. M. Alemu and T. Feyssa, “The relationship between test anxiety and academic achievement of grade ten students of Shirka Woreda, Oromia Regional State, Ethiopia,” African Educational Research Journal, vol. 8, no. 3, pp. 540–550, 2020. https://eric.ed.gov/?id=EJ1274398
[2] E. Scheinfeld, K. Gangi, E. C. Nelson, and C. C. Sinardi, “Please scream inside your heart: Compounded loss and coping during the COVID-19 pandemic,” Health Communication, vol. 37, no. 10, pp. 1316–1328, 2022. https://doi.org/10.1080/10410236.2021.1886413
[3] A. Bozkurt, I. Jung, J. Xiao, V. Vladimirschi, R. Schuwer, G. Egorov, and M. Paskevicius, “A global outlook to the interruption of education due to COVID-19 pandemic: Navigating in a time of uncertainty and crisis,” Asian Journal of Distance Education, vol. 15, no. 1, pp. 1–126, 2020. http://www.asianjde.com/ojs/index.php/AsianJDE/article/view/462
[4] H. Salmi, What is digital history? Hoboken, NJ: John Wiley & Sons, 2020.
[5] J. S. Moertel, Financial frictions, labour markets, and the macroeconomy. [Publisher information if available], 2020.
[6] M. A. Moussa and A. N. E. S. Amer, “The Academic Motivation Scale: Evaluation evidence of intrinsic, extrinsic, and amotivation in Faculty of Education students,” International Journal of Psychology and Educational Studies, vol. 11, no. 4, pp. 283–294, 2024. https://doi.org/10.52380/ijpes.2024.11.4.1302
[7] S. Koplon, “Why it’s safe and important to get the COVID-19 vaccine,” UAB News - The University of Alabama at Birmingham, Jan. 15, 2021. [Online]. Available: https://www.uab.edu/news/youcanuse/item/11797-why-it-s-safe-and-important-to-get-the-Covid-19-vaccine
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[11] N. Zhu, D. Zhang, W. Wang, X. Li, B. Yang, J. Song, and W. Tan, “A novel coronavirus from patients with pneumonia in China, 2019,” New England Journal of Medicine, vol. 382, no. 8, pp. 727–733, 2020. https://www.nejm.org/doi/full/10.1056/NEJMoa2001017
[12] O. V. Swann, K. A. Holden, L. Turtle, et al., “Clinical characteristics of children and young people admitted to hospital with COVID-19 in the United Kingdom: prospective multicentre observational cohort study,” BMJ, vol. 370, 2020. [Online]. Available: https://doi.org/10.1136/bmj.m3249.
[13] P. Knopp, A. Miles, T. E. Webb, et al., “Presenting features of COVID-19 in older people: relationships with frailty, inflammation, and mortality,” Eur. Geriatr. Med., pp. 1–6, Jul. 30, 2020. [Online]. Available: https://doi.org/10.1007/s41999-020-00373-4. [Accessed: Oct. 9, 2024].
[14] C. Chaka, “Higher education institutions and the use of online instruction and online tools and resources during the COVID-19 outbreak—An online review of selected US and SA's universities,” 2020.
[15] I. E. Allen and J. Seaman, Grade Change: Tracking Online Education in the United States. Babson Survey Research Group, 2014.
[16] J. Filgona, J. Sakiyo, D. M. Gwany, and A. U. Okoronka, “Motivation in learning,” Asian Journal of Education and Social Studies, vol. 10, no. 4, pp. 16–37, 2020. https://doi.org/10.9734/ajess/2020/v10i430273
[17] F. Martin and D. U. Bolliger, “Developing an online learner satisfaction framework in
higher education through a systematic review of research,” International Journal of Educational Technology in Higher Education, vol. 19, no. 1, p. 50, 2022. https://link.springer.com/article/10.1186/s41239-022-00355-5
[18] N. Cacheiro Quintas, “Understanding student discontinuation in online language courses in corporate training,” Ph.D. dissertation, Newcastle University, 2023. https://theses.ncl.ac.uk/jspui/handle/10443/6034
[19] A. F. Banayo and C. J. B. Barleta, “Online education as an active learning environment in the new normal,” International Journal of Educational Management and Development Studies, vol. 2, no. 4, pp. 72–96, 2021. https://doi.org/10.53378/352078
[20] I. M. K. Ho, K. Y. Cheong, and A. Weldon, “Predicting student satisfaction of emergency remote learning in higher education during COVID-19 using machine learning techniques,” PLOS ONE, vol. 16, no. 4, p. e0249423, 2021. https://doi.org/10.1371/journal.pone.0249423
[21] K. C. Aquino and S. BuShell, “Device usage and accessible technology needs for post-traditional students in the e-learning environment,” The Journal of Continuing Higher Education, vol. 68, no. 2, pp. 101–116, 2020. https://doi.org/10.1080/07377363.2020.1759313
[22] A. Bozkurt, I. Jung, J. Xiao, V. Vladimirschi, R. Schuwer, G. Egorov, and M. Paskevicius, “A global outlook to the interruption of education due to COVID-19 pandemic: Navigating in a time of uncertainty and crisis,” Asian Journal of Distance Education, vol. 15, no. 1, pp. 1–126, 2020.
[23] R. Rafiola, P. Setyosari, C. Radjah, and M. Ramli, “The effect of learning motivation, self-efficacy, and blended learning on students’ achievement in the industrial revolution 4.0,” International Journal of Emerging Technologies in Learning (iJET), vol. 15, no. 8, pp. 71–82, 2020. https://www.learntechlib.org/p/217073/
[24] C. K. Gadosey, T. Schnettler, A. Scheunemann, L. Bäulke, D. O. Thies, M. Dresel, and C. Grunschel, “Vicious and virtuous relationships between procrastination and emotions: an investigation of the reciprocal relationship between academic procrastination and learning-related anxiety and hope,” European Journal of Psychology of Education, vol. 39, no. 3, pp. 2005–2031, 2024. https://link.springer.com/article/10.1007/s10212-023-00756-8
[25] J. Palazzolo, “Anxiety and performance,” L'encephale, vol. 46, no. 2, pp. 158–161, 2020.
[26] U. Ulfiah, A. Nurannisa, and F. Firdausi, “Stress and its impact on principal performance: An overview of education management,” AL-TANZIM: Jurnal Manajemen Pendidikan Islam, vol. 6, no. 1, pp. 295–304, 2022. https://ejournal.unuja.ac.id/index.php/al-tanzim/index
[27] T. Li, H. L. S. Tien, and J. Wang, “The relationship between future orientation and academic anxiety: the mediating role of achievement goal orientation and sex difference,” International Journal of Adolescence and Youth, vol. 29, no. 1, p. 2387078, 2024. https://doi.org/10.1080/02673843.2024.2387078
[28] I. Zung, M. N. Imundo, and S. C. Pan, “How do college students use digital flashcards during self-regulated learning?” Memory, vol. 30, no. 8, pp. 923–941, 2022. https://doi.org/10.1080/09658211.2022.2058553
[29] B. Jonsson, C. Wiklund-Hörnqvist, T. Stenlund, M. Andersson, and L. Nyberg, “A learning method for all: The testing effect is independent of cognitive ability,” Journal of Educational Psychology, vol. 113, no. 5, p. 972, 2021. https://psycnet.apa.org/doi/10.1037/edu0000627
[30] P. Sinnayah, S. Gauci, R. Edwards, G. Rajaraman, A. Salcedo, K. Kastis, and R. Klein, “Student preference and perceptions of asynchronous online activities for first year allied health physiology blended block units,” Journal of Block and Intensive Learning and Teaching (JBILT), vol. 1, no. 1, pp. 46–65, 2023. https://vuir.vu.edu.au/46187/
[31] K. A. Jeffery and C. F. Bauer, “Students’ responses to emergency remote online teaching reveal critical factors for all teaching,” Journal of Chemical Education, vol. 97, no. 9, pp. 2472–2485, 2020. https://pubs.acs.org/doi/abs/10.1021/acs.jchemed.0c00736
[32] K. Soussi, “Web-based learning: Characteristics, practices, challenges, and recommendations,” International Journal of Science and Research, vol. 9, no. 3, pp. 936–943, 2020. http://www.ijsr.net/
[33] S. J. Daniel, “Education and the COVID-19 pandemic,” Prospects, 2020. [Online]. Available: https://doi.org/10.1007/s11125-020-09464-3.
[34] M. Greenstone and V. Nigam, “Does social distancing matter?” 2020. [Online]. Available: https://doi.org/10.2139/ssrn.3561244.
[35] L. Thunström, S. C. Newbold, D. Finnoff, M. Ashworth, and J. F. Shogren, “The benefits and costs of using social distancing to flatten the curve for COVID-19,” Journal of Benefit-Cost Analysis, vol. 11, no. 2, pp. 179–195, 2020. https://doi.org/10.1017/bca.2020.12
[36] C. M. Toquero, “Challenges and opportunities for higher education amid the COVID-19 pandemic: The Philippine context,” Pedagogical Research, vol. 5, no. 4, 2020. [Online]. Available: https://doi.org/10.29333/pr/7947.
[37] H. R. Marston, L. Ivan, M. Fernández-Ardèvol, A. Rosales Climent, M. Gómez-León, D. Blanche-T, and R. Rohner, “COVID-19: technology, social connections, loneliness, and leisure activities: an international study protocol,” Frontiers in Sociology, vol. 5, p. 574811, 2020. https://doi.org/10.3389/fsoc.2020.574811
[38] M. A. Khan, M. K. Nabi, M. Khojah, and M. Tahir, “Students’ perception towards e-learning during COVID-19 pandemic in India: An empirical study,” Sustainability, vol. 13, no. 1, p. 57, 2020. https://doi.org/10.3390/su13010057
[39] B. M. Jena, S. L. Gupta, and N. Mishra, “Effectiveness of online learning and face-to-face teaching pedagogy,” in Transforming Higher Education Through Digitalization, pp. 21–43, 2021. https://doi.org/10.3390/su13010057
[40] L. Legault, “Intrinsic and extrinsic motivation,” in Encyclopedia of Personality and Individual Differences, pp. 2416–2419, 2020.
[41] L. Razmerita, K. Kirchner, K. Hockerts, and C. W. Tan, “Modeling collaborative intentions and behavior in digital environments: The case of a massive open online course (MOOC),” Academy of Management Learning & Education, vol. 19, no. 4, pp. 469–502, 2020. https://doi.org/10.5465/amle.2018.0056
[42] B. M. Alemu and T. Feyssa, “The relationship between test anxiety and academic achievement of grade ten students of Shirka Woreda, Oromia Regional State, Ethiopia,” African Educational Research Journal, vol. 8, no. 3, pp. 540–550, 2020. https://eric.ed.gov/?id=EJ1274398
Published
2024-10-31
How to Cite
Reynaldo G. Barata, Ed.D. (2024). BACK TO SCHOOL: STUDENTS’ WILLINGNESS TO ATTEND FACE-TO-FACE CLASSES IN THE NEW NORMAL EDUCATION SYSTEM. Journal of Education and Culture (JEaC), 4(2), 147-161. https://doi.org/10.47918/jeac.v4i2.1841
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Articles
