The impact of COVID-19 pandemic on students' learning in higher education in Afghanistan

Leveraging artificial intelligence to assess the impact of COVID-19 on the teacher-student relationship in higher education

The teacher-student relationship has far-reaching implications for educational outcomes at the tertiary level. Teachers contribute to students' success in various ways, including academic support, career counseling, personal mentoring, etc., that help them succeed academically and professionally. COVID-19 disrupted teacher-student interaction and hindered the flow of teacher's support to students. The damage caused by the pandemic to the higher education sector has mostly recovered. However, the trusting relationship between teacher and student is yet to get back to a pre-pandemic stage. Using stratified sampling technique, we collected nationally representative data from university students in Bangladesh and examined the relationship between COVID-19 and various aspects of the teacher-student relationship. We also explored the association between aspects of the teacher-student relationship and academic outcomes. In our sample, 28% of respondents are from STEM, and 72% are from non-STEM academic disciplines. We employed a subset of Artificial Intelligence (unsupervised machine learning) algorithms K-Modes clustering and Non-negative matrix factorization to cluster the data according to its internal structure. We created a new analysis technique called Absolute Rate of Fluctuation (ARF) to identify the fluctuations between the variables. ARF can track the fluctuations in any relationship induced by undesirable events such as the COVID-19 outbreak. We observed a deterioration in the interaction between teachers and students during COVID-19. However, the class conduction, exam taking, and assessment system were the most affected areas compared to personal interaction, catering support to students, and collaborative research activities.

Modelling the impacts of security on construction delays: A case of Afghanistan

Construction projects in conflict-affected regions face unique challenges, with security issues often serving as significant impediments to progress. This research investigates the multifaceted relationship between security factors and construction delays in Afghanistan, aiming to fill a critical gap in existing literature by offering a comprehensive analysis of the specific challenges encountered within this context. Employing a quantitative methodology and engaging stakeholders directly involved in construction projects, the study delves into the intricacies of security-related delay factors, identifying key contributors and assessing their impacts on project timelines. Through quantitative data analysis, the research reveals that security-related issues such as the presence of local armed individuals, interference from tribal leaders, and other forms of insecurity pose significant threats to construction projects in Afghanistan. These factors are found to have both high severity and frequency, underscoring their pervasive influence on project outcomes. Furthermore, the study highlights the interconnected nature of delay factors, emphasizing the need for a holistic approach to project management that integrates security considerations into broader risk management frameworks. Stakeholder perspectives play a central role in the research, with insights gathered from clients, consultants, contractors, and other key actors providing valuable insights into the diverse range of concerns within the construction industry. Variations in risk perceptions and priorities among different stakeholder groups underscore the importance of tailored interventions that account for the specific needs and challenges faced by each group. Building on these insights, the research offers recommendations for enhancing project resilience and mitigating the impacts of security-related delays in Afghanistan. Recommendations include the development and implementation of robust security protocols, proactive risk management strategies, and improved coordination with local authorities and security forces. Moreover, the study identifies avenues for further research, including comparative analyses across different regions and longitudinal studies tracking project outcomes over time. By deepening our understanding of the impacts of security on construction delays, this research contributes to the development of evidence-based policies and practices aimed at promoting sustainable development in conflict-affected regions and beyond.

The psychological impact of COVID-19 pandemic and associated factors among college and university students in Ethiopia: a systematic review and meta-analysis, 2022

Background

The Corona virus disease 19 (COVID-19) pandemic is a human tragedy that occurred in this era. It poses an unprecedented psychological, social, economic, and health crisis. The mental health and well-being of entire societies are suffering as a result of this crisis, but the suffering is greater in students at all levels of education and must be addressed immediately. Thus, this study was aimed to estimate the pooled prevalence and associated factors of the psychological impact of COVID-19 among higher education students.

Methods

The potential studies were searched via PubMed, HINARI, the Cochrane Library, and Google Scholar. Studies were appraised using the Joanna Briggs Institute appraisal checklist. Micro Soft Excel was used to extract the data, which was then exported to Stata version 14 for analysis. Heterogeneity between studies was tested using Cochrane statistics and the I² test, and small-study effects were checked using Egger's statistical test. A random-effects model was employed to estimate the pooled prevalence of the psychological impact of COVID-19 and its associated factor.

Results

After reviewing 227 studies, eight fulfilled the inclusion criteria and were included in the meta-analysis. The pooled prevalence of the psychological impact of Corona virus disease 19 among higher education students in Ethiopia, including depression, anxiety, and stress was 43.49% (95% CI: 29.59, 57.40%), 46.27% (95% CI: 32.77, 59.78%), and 31.43% (95% CI: 22.71, 40.15), respectively. Having a medical illness, being an urban resident, living with parents, having relative death due to pandemics, and having a non-health field of study were identified as significant associated factors for the impact of the pandemic in higher education students.

Conclusion

The COVID-19 pandemic had a significant psychological impact on college and university students. Depression, anxiety, and stress were the most commonly reported psychological impacts across studies among higher education students. Hence, applying tele-psychotherapy using, smartphones, and social media platforms has an effect on reducing the impact. Programs for preventing and controlling epidemics should be developed by the government and higher education institutions that incorporate mental health interventions and build resilience.

Lived experiences and meanings of the COVID-19 pandemic: A case of the elderly survivors

The extent of risk brought about by the COVID-19 pandemic on the well-being of the elderly has emphasized the need to investigate their experiences during these challenging times. This study was conducted to explore the elderly's lived experiences as COVID-19 patients and to understand how they make sense of and cope with what happened to them when infected with COVID-19. Using Husserl's descriptive phenomenology, 13 elderly from Naval, Biliran Province, Philippines were chosen as participants using purposive sampling. The total number of participants was determined through theoretical saturation. In-depth interviews and the writing of field notes were done to collect information on the participants' experiences. The transcripts were analyzed following Colaizzi's steps in descriptive phenomenological method of analysis. Four general themes emerged for the elderly's lived experiences during the pandemic. These included discrimination, social isolation, anxiety and stress, and fear. Findings revealed that despite the challenges the elderly encountered during the pandemic and when they tested positive for COVID-19, they had seen it as an opportunity to improve and change their practices. The strategies that the elderly employed to cope with the pandemic were all adaptive and have resulted in positive outcomes. Results of the study emphasize the need for more programs and policies to enhance the care and support provided to the elderly during a health crisis.

Inquiry-based learning and students' self-efficacy in Chemistry among secondary schools in Kenya

Inquiry-Based Learning (IBL) influences educational outcomes such as test scores, students' attitudes, and self-efficacy. Self-efficacy is a significant predictor of the academic performance of students and therefore it is an important construct for measuring attainment of learning objectives. This paper discusses how inquiry-based learning in Chemistry practical lessons enhances students' self-efficacy in Chemistry. A total of 21 Chemistry teachers and 357 Form three Chemistry students were randomly selected from the 21 classrooms that these teachers taught. A concurrent triangulation mixed-methods research design was employed. Data was gathered using an adapted teachers' self-reported IBL instrument and a lesson observation schedule was used to rate the teachers' IBL use in Chemistry practical lessons. Besides, a 26 item instrument was also adapted from existing literature to measure students' self-efficacy in Chemistry. Exploratory Factor Analysis (EFA), and Principal Component Analysis (PCA) were used to determine the suitability of measuring tools. Means and percentages were used to examine IBL use and students' self-efficacy while Pearson Correlation coefficient and regression analysis were used to examine the influence of IBL on learners' self-efficacy. Results revealed that teachers used inquiry-based learning once a week (overall mean = 3.89). Also, students' rating of their self-efficacy in Chemistry was high (Mean = 3.929). Finally, the results from correlation and regression analysis revealed a strong positive correlation between inquiry-based learning and students' self-efficacy in Chemistry (r = 0.903, p < 0.05, R² = 0.8155).

The challenges and opportunities of online learning and teaching at engineering and theoretical colleges during the pandemic

Education has been one of the major areas disrupted by the COVID-19 pandemic. This study aims to assess the impact of the COVID-19 pandemic on users’ (students and faculty members) learning in higher education, examining how engineering students and faculty perceived the abrupt transition in comparison to other colleges. The current research aims to investigate the outcomes of enforcing eLearning to facilitate teaching and learning processes in higher education after this unprecedented pandemic and identify the most significant challenges and opportunities the users face. This study uses a quantitative approach; it included 1713 respondents, 227 full-time faculty members, and 1486 students at the University of Sharjah. The survey analysis indicated general agreement that the most significant advantage of online learning implementation was its flexibility in place and time, with 77.2% of users providing positive feedback. Moreover, the accessibility and effectiveness of the assessment and communication methods used showed a positive trend in the hypotheses, 80.3% of the users. The sudden implementation of eLearning during the COVID-19 pandemic had discouraging implications for users' mental health and socialization, where 55.6% of the sample agreed that they had been affected negatively. 75% of the users prefer a flexible model blending face-to-face and e-learning techniques rather than solely depending on either of them. Therefore, A Hybrid-Flexible (HyFlex) is recommended for the university to apply based on the nature of the courses.

The use of ICT during lockdown in higher education and the effects on university instructors

During the pandemic, the Higher Education Institutions of Greece used Information and Communications Technologies (ICT) to an unprecedented degree to respond to the requirements of distance education and research work. The aim of this article is to present the main results of a nationwide quantitative survey that involved 1183 participating university instructors, to capture the impact of the use of ICT and its effects. Results show that, whereas the overall assessment of emergency remote teaching is positive, it seems that instructors have been challenged by the extreme use of technology. Women were mostly influenced, while age didn’t have an impact. Significant differences among the participating university institutions were also discovered.

Impact of COVID-19 Pandemic on the Educational-Instructional Process of the Students from Technical Faculties

Even though we live in a period when the word digitization is prevalent in many social areas, the COVID-19 pandemic has divided mankind into two main categories: some people have seen this crisis as an opportunity to move the activities online and, furthermore, to accelerate digitization in as many areas as possible, while others have been reluctant, keeping their preferences for face-to-face activities. The current work presents the results of an analysis on 249 students from 11 engineering faculties. The study aims to identify the impact of the COVID-19 pandemic on students’ educational experiences when switching from face-to-face to online education during a public health emergency or COVID-19-related state of alert. The overall conclusion was that, although the pandemic has brought adverse consequences on the health and life quality of many people, the challenges that humankind has been subjected to have led to personal and professional development and have opened up new perspectives for carrying out the everyday activities.

Afghan EFL instructors' perceptions of English textbooks

The study examined EFL instructors' perceptions of English textbooks. It also investigated whether the instructors' gender and the type of textbooks they used had a significant impact on their responses. A survey questionnaire with 30 closed-ended items was utilized to collect the data from 60 randomly selected EFL instructors who were teaching English in higher education institutions and English language centers. SPSS version 26.0 was used to analyze the data. The findings showed that the instructors had positive perceptions about English textbooks. They also believed that four skills of English were equally represented in the textbooks, and they contained adequate listening, speaking, reading and writing activities. In addition, the textbooks were enriched with the cultural issues of the target language and that they were appropriate for the Afghan context. The results also showed that textbooks served various roles in EFL classrooms, for instance, as a source of assessment and assignment. There were not statistically significant differences between female and male instructors' responses. However, the type of textbooks they used significantly impacted their perceptions of English textbooks. EFL Programs are recommended to encourage and support their instructors to use other English learning resources to optimize their students’ learning.