Remote-Learning, Time-Use, and Mental Health of Ecuadorian High-School Students during the COVID-19 Quarantine

Abstract

The Policy Research Working Paper Series disseminates the findings of work in progress to encourage the exchange of ideas about development issues. An objective of the series is to get the findings out quickly, even if the presentations are less than fully polished. The papers carry the names of the authors and should be cited accordingly. The findings, interpretations, and conclusions expressed in this paper are entirely those of the authors. They do not necessarily represent the views of the International Bank for Reconstruction and Development/World Bank and its affiliated organizations, or those of the Executive Directors of the World Bank or the governments they represent.

Stress and associated factors among French university students under the COVID-19 lockdown: The results of the PIMS-CoV 19 study

“…Considering the usual high prevalence of mental disorders in university students before the epidemic ( Auerbach et al., 2016 ), it was reasonable to expect that the COVID-19 lockdown would cause a notable impact on this community because of the challenges commonly associated with the transition to adulthood and the frequent economic and material difficulties in this vulnerable population ( Husky et al., 2020 ). As a result of the lockdown and the closure of schools and universities, students faced stress, depression and anxiety due to changes in teaching conditions ( Asanov et al., 2021 ; De Oliveira Araújo et al., 2020 ) and effects on their social network lives, such as friendships, group study habits and emotional support ( Elmer et al., 2020 ). Although knowledge on the overall impact on the mental health of students facing this contagious disease is scarce, some findings on stress levels were published.…”

Distance Learning During the Covid-19 Pandemic: Strengthening of Character, Productivity, and Stem Competency

“…It also shows the effectiveness of online learning supported by STEM literacy (Choy, Yim, & Tan, 2020;Drane, Vernon, & O'Shea, 2020;Pertiwi, Rochman, and Mansyur, 2019). Another consequence is the effectiveness of online learning related to the process of forming and enhancing student character (Asanov et al, 2020;Burhanudin et al, 2020;Tran et al, 2020). Therefore, distance learning in the post-Covid-19 period is a learning strategy solution for teachers, school leaders, and parents (Darmalaksana, 2020;Praherdhiono et al, 2020;Purwanto et al, 2020;Qadir & Al-Fuqaha, 2020;Sandars et al, 2020;Subarto, 2020).…”

“…The higher the level, the smaller the level of student attention and response (Lestariningrum, 2014;Patandung, 2017). The existence of various character components indicates that Distance learning during the Covid-19 Pandemic can form strong student character (Asanov et al, 2020;Burhanudin et al, 2020;Drane et al, 2020;Jamal, 2020;Sandars et al, 2020;Setiawan, 2020). Attention and response aspects during the home study are strong aspects (Darmalaksana et al, 2020;Effendi et al, 2020;Satriah et al, 2020;Setiawan & Mufassaroh, 2020;Subarto, 2020).…”

Practical lessons for phone-based assessments of learning

“…Much has been written about best practice in phone surveys, 23 24 but few phone surveys gather data directly from children. 5 It is vital to adapt face-to-face consent procedures and enumerator training to make sure that children and youth are not put in harm's way in the process. For example, assessors can ensure that parents are aware that tests have no direct consequences for children (ie, these are low-stakes assessments), so that adults do not discipline children if they overhear low performance.…”

“…4 Existing studies have measured how much children are engaging with educational content. 5 6 But how much are they actually learning? Students commonly fall behind during school closures 7 8 and that can also increase dropout rates.…”