BACS2042 Research Methods - Assignment

Added on - Nov 2021

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The Impact Of Covid-19 Pandemic On Online
Learning
Course Code:BACS2042
Course Title:Research Methods
Program Code:RSD
Tutorial Group:6
Session:202105
Academic Year:2021
Tutor’s Name:Chee Chin Hoong
Student NameID
Low Zhi Lok21AMR05450
Lee Kai Mun21AMR08308
Lee Hui Rong21AMR00965
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Table of Contents
Abstract.................................................................................................................................................3
Keywords...............................................................................................................................................4
1.0 Introduction.....................................................................................................................................4
1.1 Problem Statement............................................................................................................................5
1.2 Research Objectives...........................................................................................................................5
1.3 Research Questions...........................................................................................................................6
1.4 Research Hypotheses / Sub-Objectives.............................................................................................6
1.5 Assumption........................................................................................................................................6
2.0 Literature Review.............................................................................................................................7
3.0 Research Methodology.....................................................................................................................9
3.1 Data Collection Method.....................................................................................................................9
3.2 Data Analysis Method........................................................................................................................9
4.0 Research Instrument / Data Collection...........................................................................................10
4.1 Questionnaire..................................................................................................................................10
5.0 Validity and Reliability Consideration.............................................................................................13
5.1 Questionnaire..................................................................................................................................13
6.0 Sampling.........................................................................................................................................14
6.1 Questionnaire..................................................................................................................................14
7.0 Results and Discussions..................................................................................................................14
8.0 Conclusions....................................................................................................................................18
9.0 Recommendation for Further Research Work................................................................................18
10.0 Acknowledgements......................................................................................................................19
11.0 References....................................................................................................................................19
12.0 Appendix......................................................................................................................................20
Research schedule................................................................................................................................30
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THEIMPACTOFCOVID-19PANDEMICONONLINE
LEARNING
LOWZHILOK,LEEKAIMUN,LEEHUIRONGANDDR.CHEECHINHOONG
Faculty of Computing and Information Technology, Tunku Abdul Rahman University College, Kampar,
Malaysia
lowzl-am19@student.tarc.edu.my,leekm-am19@student.tarc.edu.my,leehr-
am18@student.tarc.edu.my,cheech@tarc.edu.my
Abstract
The Covid-19 pandemic has become a threat to humanity, as the spread of the coronavirus has led
to the closure of many institutions as well as many economic, social, and educational activities. In order
not to stop the educational process, various educational institutions including entire world of university,
college, school or company that they have moved to remote electronic education methods (e-learning)
instead of the well-known traditional education system. This study aims to determine how entire world of
student, teacher and staff are facing the use of e-learning by impact of Covid-19. An online survey was
conducted using a questionnaire that was sent to the entire world of university, school, college or
company to determine the most important that they are facing their e-learning because of the impact by
Covid-19 pandemic. The total number of student respondents we collected from the survey is 107
students, including 57 male students and 50 female students. Analysis of the responses demonstrated the
categories of e-learning tools platform they are using in popular which is Google Meet, the percentage of
using the Google Meet for their e-learning is 76.5%. Also, the e-learning platform that good enough to
use is Google Meet, the percentage is the highest which is 74.5%, followed by Zoom which is 31.6%. The
findings show that the following areas are important for students’ satisfaction with online learning, these
areas are level of stressful, difficulty part of completing schoolwork, time spent on distance education a
day, level of preference for online learning, challenge level of the use distance learning technology,
connection problem of accessing schoolwork, the level of fear of learning during Covid-19, types of
learning methods and so on. The objectives of the present study were to maintain the enthusiasm of
students so that they can maintain their enthusiasm for online learning even in the pandemic era COVID-
19. Conclusion, nearly half of students have spent an average of 3 to 5 hours a day in online classes. This
will lead to a decline in students' absorptive capacity and ability to absorb knowledge.
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Keywords
Pandemic Covid-19, Online learning, Student, face-to-face, study
1.0 Introduction
The global pandemic of Coronavirus disease (COVID-19) in 2019 cause by Severe Acute Respiratory
Syndrome Coronavirus 2 (SARS-Cov-2). The COVID-19 has severely affected people’s lives and the
countries’ economy. As a result, COVID-19 has become an epidemic, and a total of 205 countries around
the word have been attacked until to now. Based on the World Health Organization (WHO) statistics and
data analysis until 15 July 2021 recorded there have been 187,827,660 confirmed cases and 4,055,497 of
deaths. Moreover, World Health Organization (WHO) also data analysis until 13 July 2021 has a global
total of 3,400,884,367 vaccine does have been administered.
The COVID-19 virus is major spread through the air, mouth and nose secretions include coughing,
sneezing and respiratory droplets produced when talking. Thus, people need to strengthen and learning
how to preventive measures including washing hands, frequently, wearing masks in the public places,
maintaining social distancing, self-isolation, indoor ventilation and so on. COVID-19 case in Malaysia
the data analysis until 15 July 2021 recorded 880,782 the case of confirmed, 6,613 of deaths and
12,647,558 of vaccine does have been administered.
The attack of COVID-19 also brings great challenges to the Ministry of Education especially higher
education. Because of the increasing number of new cases most student is unable to return to school.
Therefore, the Ministry of Education began to implement online teaching to allow students to stay at
home and study safely to avoid contracting COVID-19. In additional, in the pandemic word of the E-
Learning technologies tools evolves rapidly effected by Covid-19. E-Learning technologies strategies is
purpose to reduce the spread of the Covid-19. The Covid-19 epidemic has a big impact on education as
everyone needs to be socially distanced and stay indoors thus the traditional education method has been
rapidly replaced by e-learning across international academic institutes. The changes to all School
education system in entire world had identified that use of video conferencing, online teaching and
multimodal learning was effective. However, e-learning system is a big challenge for many developing
countries and developed countries such as they cannot depend on e-learning system entirely due to several
issues. This includes some family lack of economy to buy a computer and Wi-Fi for their children E-
Learning, poor internet connection, novice (zero knowledge) uses the E-Learning system and skill of
using technologies by students and teachers. The F2F (Face to Face) learning has been replaced to E-
Learning or blended learning during this Covid-19 pandemic by the academic institution with different
responses across the world.
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Online teaching and learning also brings challenges and influence to teachers and students. Some
students cannot use the applications for the online teaching so let them brings many problems and trouble.
Also have some students cannot understand or learning the teacher’s explanation for online teaching.
Renewal of policy learning from home online gives impact to the all school, teachers and students.
The purpose of the study to determine the impact of a pandemic COVID-19 against the process of online
learning. Based on the description above, the researcher conducted a survey to see the impact of a
pandemic COVID-19 against the process of online learning all school in Malaysia.
1.1 Problem Statement
When COVID-19 strikes, people are increasingly afraid and worried about contracting COVID-19.
Therefore, in this condition requires people to stay at home, work, worship, and study at home
(Jamaluddin et al.2020).
With the advent of COVID-19 the Ministry Education will use online learning to allow students to stay at
home and not delay their studies. Besides that, the use of remote technology can make use of the college’s
Internet network for online learning facilities. Use technology to facilitate lectures by students and
teachers, even in different places. Some online platforms currently in use include unified communications
and collaboration platforms, such as Google Classroom, Zoom, Google Meet, Microsoft Teams and
others allow teachers to create courses, training and skills development plans (Petrie, 2020). Besides that,
they include workplace chat video conferencing, and file storage options make the course organized and
easy to work.
Based on the online learning began to be implemented on 1 April 2020, causing problems when teachers
and students are not accustomed to using profitable online learning, especially related to the operating
technology of online learning using program models. Furthermore, in the online learning of the teachers
during the pandemic some attention, such as how to practice, what the application is used and what is the
learning strategy can be done very well.
Thus, we want to research the problem statement is a it is not possible to ensure that students listen to the
class carefully and absorb the knowledge and information shared by the lecturer. Moreover, there is no
guarantee that students will use online learning tools in the classroom. In addition, online learning cannot
ensure that students and team members can complete assignments and communicate together. Lastly, the
online learning applications or WIFI cannot be kept barrier- free and problems are in online learning.
1.2 Research Objectives
We have many research objectives of the COVID-19 on online learning. Firstly, to maintain the
enthusiasm of students so that they can maintain their enthusiasm for online learning even in the
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pandemic era COVID-19. Besides that, to determine whether students are satisfied in online learning.
Moreover, to ensure the students can effectively complete the assignment or homework assigned by the
teachers. Furthermore, to measure the effective methods use of online learning by students. In addition, to
determine that students can be complete their studies while staying at home. Lastly, to identity efficient
online learning program to improve student efficiency.
1.3 Research Questions
We have found the many research question for COVID-19 on online learning. Firstly, what challenges do
students face on online learning? Besides that, what is the impact of online learning on students? How
stressful is online learning for the students? In addition, how do the students complete their assignment
and homework to efficiently? Lastly, what is provided by the schools through online learning or using
tools others that have been mastered by students?
1.4 Research Hypotheses / Sub-Objectives
Hypothesis 1: Online learning at home has seriously affected students’ learning progress.
Hypothesis 2: The technical problem of the applications program affects students’ online learning.
Hypothesis 3: The distance teaching is a very stressful and headache problem for student.
Hypothesis 4: The student needs to spend more time for studying online every day.
Sub-objective 1: To enable students to be as focused as traditional face-to-face on online learning.
Sub-objective 2: Most of the people will be missing teachers say the key points because their application
or Wi-Fi have some problem.
1.5 Assumption
In this research assumption, our research to aimed at students of online study. Furthermore, the
geographic scope of our research is all schools in Malaysia such as secondary school, primary school,
college, and university. In addition, this study will use exploratory analysis requirements. Moreover, the
targeted age range for the research is between 7 to 30 years old.
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2.0 Literature Review
Currently education situation during the COVID-19. The ministry of education uses online teaching to
continue teaching without delaying students’ academic progress. As the COVID-19 pandemic is getting
worse, the lockdown and social distancing measures have led to the closure of school and higher
education facilities. Therefore, the Ministry of Education has provided online teaching so that student can
use various online platforms. Online learning, distance, and continuing education have become a panacea
for this unprecedented global pandemic. So, it poses a challenge to both lecturers and students. Changing
from traditional face-to-face education to online learning may be a different experience for students and
lecturers. Moreover, they must also adapt to this alternative to traditional teaching. The education system
and Educators have adopted “emergency education” through various online methods platforms and are
forced to adopt a system they are not prepared for.
E-learning tools have played a vital role in this pandemic, helping to promote student learning during
school closures (Subedi et al., 2020). While adapting to new changes, staffs and need to pay and support
students’ preparation accordingly. Learners with a fixed mindset hate and adjust, while learners with a
fixed mindset various growth mentality can adapt to the new learning environment in time. There is no
teaching method suitable for all online learning and the needs of different topic. Different subjects and
age groups require different approaches to online learning (Doucet et al, 2020). Since the arrival of
COVID-19 has closed schools, parents and educators around the world are surprised and worried.
Although the government front-line staff, and health officials are doing their utmost to slow down the
epidemic, the Ministry of Education is also working hard to continue to provide excellent education to
everyone during these difficult times. Some online platforms currently in use including unified
communications and collaboration platforms such as Microsoft Teams, Google Classroom, Zoom, and
Blackboard allow lecturers create educational curriculum, training and skills development plans
(Petrie,2020). They include workplace chat, video conferencing, and file storage options make the course
organized and easy to operate. They usually support sharing various content, such as Word, PDF, Excel
files, audio, video, etc. These also allow tracking student learning and assessment through the use of
quizzes and perform a score-based evaluation of the submitted assignments.
Besides than that, education situation challenges in teaching and learning for lecturers and students.
With the emergence of more and more platforms and online education tools, teachers and students often
encounter problems when using or referencing these tools. Broadly identified challenges with e-learning
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are accessibility, affordability, flexibility, learning pedagogy, life-long learning and educational policy
(Murgatrotd, 2020).
At the same time, in development, there will be some common economic problems or children from
global families cannot buy online learning equipment such as laptop, smartphone, desktop and so on.
Online education may increase the time students are on online screens. Therefore, students’ offline
activities sparkle. Meantime, both parents need to work, leading to the guidance of the parents, unable to
know whether they are studying well. Have practical issues surrounding physical workspaces that are
conducive to different ways learn. Intrinsically motivated students are relatively unaffected in their
learning, because they need minimal supervision, guidance and disadvantaged groups. It is composed of
students with weak learning abilities and facing difficulties. Some academically capable students from
economically disadvantaged backgrounds unable to access and afford online learning.
Although educators, schools, institutions and governments view online education from different
perspectives. The COVID-19 pandemic creates several opportunities for people the unprepared and
distant plan to implement the online learning system. Furthermore, it has established an unprecedented
close connection between teachers and parents forward. Homeschooling requires parents to support
student’s learning academically and economically.
Use of online platforms such as Google Classroom, Zoom, Microsoft Team, Blackboard and virtual
learning environmental exploration and attempts to teach and learn is the first time in the history of
continuing education. Even after face-to-face teaching resumes, it can be further explored, and these
platforms can provide additional resources and coach the learners.
Teachers have an obligation to develop creative initiatives to help overcome limitations of virtual
learning. Moreover, teachers actively cooperate the other is to improve online teaching methods at the
local level. Unparalleled opportunities for cooperation, creative solution, and willingness to learn others
try new tools because educators, parents, and students have similarities experience (Doucet et al., 2020).
Many educational institutions provide their tools and solutions help and support teaching and learning for
free a more interactive and attractive environment. Online learning provides different from teaching and
learning, opportunities to teach and learn in innovative ways experience in a normal classroom
environment.
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