The COVID-19 pandemic at some point caused students of all ages to be forced under lockdown. This world-wide crisis has caused students to switch their modality of learning from face to face, to online learning. Prior research has shown that communication is vital to student’s learning and students prefer face to face classes over online classes due to the lack of motivation, engagement of the material, and the isolation that is felt because of online classes (Alawamleh et al., 2020). However, very little information has been examined about the difference and effects that different modalities of learning have on mental distress for students. The purpose of this study is to determine whether mental distress differs between learning modalities of online and face to face learning during COVID-19, and if pandemic stress affects students’ academic motivation or performance. Data will be collected by distribution of a self-report survey through Qualtrics using identified scales of Motivational strategies for Learning Questionnaire (MSLQ) and the Depression, Anxiety, and Stress Scale (DASS21). Recruitment will take place through social media pages and posting flyers around Kennesaw State University campus. The participants recruited for the study will be current college students. Data will be analyzed by F-ANOVA test to determine whether students in various modalities express significant differences in levels of anxiety, stress, motivation, and performance. The potential benefit of the study would be to obtain a better understanding of how stress levels among different learning modalities affect student motivation and academic performance. Results from this study will provide recommendations to help students adjust or transition to learning in different modalities without being put under immense amounts of stress.
An Examination of Academic Performance and Motivational Outcomes Under Stress in Different Learning Modalities
Category
Psychology 2