Analysis: Effects of the COVID-19 Crisis on Students and Education

This report examines the profound impact of the COVID-19 pandemic on students and the education system. The study investigates the disruptions caused by school closures, the shift to remote learning, and the resulting effects on student learning patterns, mental health, and overall educational outcomes. Through literature review and questionnaire data, the report explores the challenges and opportunities presented by online learning, analyzes the extent of learning losses, and assesses the impact on students' stress and anxiety levels. The research also provides a comprehensive conceptual framework and utilizes statistical methods to analyze the relationships between various factors, including online courses, classes, stress, and learning losses, and their impact on students and the education system. The findings aim to offer valuable insights for policymakers, educators, and parents in developing effective strategies to mitigate the negative consequences of the crisis and ensure the continuity and quality of education during and after the pandemic. The report concludes with empirical results, validity, and interpretation of the data.

Contents
Contents.................................................................................................................................................2
Abstract.................................................................................................................................................3
Introduction...........................................................................................................................................3
Background of study......................................................................................................................4
Research problem..........................................................................................................................4
Research Objective........................................................................................................................4
Research Questions........................................................................................................................5
Scope of study...............................................................................................................................5
Literature Review..................................................................................................................................5
Research Methodology..........................................................................................................................6
Research technique........................................................................................................................6
Conceptual framework...................................................................................................................7
Hypothesis.....................................................................................................................................7
Tool use for data analysis..............................................................................................................8
Data analysis..........................................................................................................................................8
Empirical results............................................................................................................................8
Validity..........................................................................................................................................8
Table 1: Internal Consistency, Composite Reliability, and Convergent Validity...................8
Table :2 Discriminant Validity.................................................................................................10
Table :3 Structural Model Assessment (Direct Effect Result and Decision).........................11
Interpretation.......................................................................................................................................11
Conclusion...........................................................................................................................................11

Abstract
To ease the extent of COVID-19, most states around the world have definite to momentarily
close educational institutions. However, education has not stopped but taking place online as
schools and universities deliver remote schooling. Collection of data through literature review
and questionnaire this report efforts to achieve a better thoughtfulness of how the COVID-19
crisis may effect on students and education. There are many direct and indirect conducts
through which the virus, and the actions accepted to cover it, may impact youngsters’
education. ‘Conservative’ estimations for a few nominated EU countries consistently specify
that, on average, students will suffer a education loss. It is also recommended that COVID-19
will not affect all students similarly, will effect negatively both mental and non-cognitive
skills attainment, and may have important long-term costs in addition to the short-term ones.

Introduction
In an effort to cover the spread of COVID-19, in the large population of countries around the
world educational institutes have decided to for the time being suspend institutional activities
and move to a distant learning system of delivery. According to UNESCO, at the end of April
2020, educational institutions shut down in 186 countries, upsetting approximately 74% of
total registered learners on the planet 1. In many states, schools have been shut since the start
of March 2020, while in others (e.g. most of China and South Korea) in-person classes had
been already void since January 2022. What is effect of the long school closure caused by
COVID-19 on students and education? Will this crisis have any influence? While the current
situation is extraordinary and this marks it difficult to forecast the effect that it will have on
students and education system, in the absenteeism of relevant data, a useful exercise is to
look at the financial side and sociology literature in an attempt to advance a better
understanding of how the virus and physical school closure may impact education and
learning. Such analysis is complemented and supplemented by recent relevant statistical
information. Data collection from questionnaire as well have been done. This report does not
focus on a specific educational level or students’ age group. Our considerations may help
policymakers in formulating interferences and plans to report the costs of the crisis. Indeed,
they may also help teachers and parents in how to best provision students during and
afterward this emergency period.
Background of study
The World Health Organization reflects coronavirus disease (COVID-19) to be a public
emergency frightening global health. During the disaster, the public’s essential for web-based
evidence and learning system is a subject of focus. This research has shown that students and
education effected due to Covid-19 crisis.
Research problem
The COVID-19 pandemic has shaped the largest disturbance of education systems in history,
upsetting nearly 1.6 billion learners in more than 190 countries and all continents. Closings of
schools and other learning spaces have impacted world’s students. The crisis is worsening
pre-existing education inequalities by dropping the opportunities for many of the most weak
children, youth, and adults. Learning losses also threaten to extend beyond this age group and
remove decades of progress, not least in support of girls and young women’s educational
access and retention.

Research Objective
The aim of this study was to provide a timely understanding of how Covid-19 effect the
students and education system during closure of schools and colleges. Outcomes they gain
from remote learning use in relation to the COVID-19 pandemic. We also wanted to reveal
the extent to how Covid-19 crisis affect the mental and non-cognitive level of students. How
online learning remain important factors in obtaining timely education without blockage after
people engage in the remote learnings.
Research Questions
In this study, we made forecasts about the effects of COVID-19 on student and education
system, when schools were first shut down across the world, through to the start of the 2020–
2021 school year. 2019–2020 school year founded on several different situations for the
special effects of that gap in education. In so doing, we examined four research questions:
1. What are free online courses scenarios for student learning patterns during
Covid-19 crisis and school closures?
2. How much online classes helped students to achieve on time educational goals
during COVID-19?
3. Are students face stress and anxiety during out-of-school time especially due to
remote learning system?
4. Are the COVID-19 school closures projected to affect learning losses of students?
Scope of study
The scope of this report provide a vast idea to design effective response guidelines for
government, educational institutes, they need to plan for long-term disruptions and strategic
reworking, and to organize, connect with and provision the education workforce, including
and especially the head educators and teachers. Much like the health reaction to the
pandemic, an effective education comeback needs planning for stages. At the start of the
emergency, most countries attached a rapid response by leveraging technology to start home-
schooling instruments that can help handle with lost instructional time. The second stage
needs policy planning for managing continuity of instruction when schools reopen, including
ensuring students return to schools, training takes account of potential learning losses during
time away from schools, and teachers and school influential are fully reinforced as they work
to realize these goals.

Literature Review
This review intended to the perception of teachers and students on going online teaching, E-
learning process during the COVID-19 pandemics. While keeping the hypothetical point at
the base the research provides fluctuated perspectives on the difficulties facing online
teaching and E-learning. The blended methods examined perceptions of instructors and
students keeping at Iqra University in context. The new experiences come to the forefront
while examine the ‘instructors and students’ perceptions.
The institute’s initiative for online education system of instruction commenced through the
instructions received from HEC the ‘policy not to stopping learning and not to pauses the
academics’ and continue standards with online education systems during the period of
COVID-19 situation of uncertainty.
The research examines there participants, educational sectors, Information Technology
sectors and students, started working in couple to encounter and use the progresses. The end
of students faced several problems i.e., connectivity, and video issues due to the low internet
or poor signals because of distanced of their location and they could not compromise the
quantum of timely deadlines required. The teachers got training through institutions which
gains hands on experiences. The differences between online and physical classes, teaching
could be contemplated during the training. The new strategy are burdensome for either.
The Quantitative analysis measures the reliability and perfection of the collect responses to
show that considered variables are absolute. To construct multi model approaches to reach
objectives for better showcase the E-learning and its outcome can be a better idea to deal with
the complexity of online education. The findings and researches in context to online equation
after effects shows that the governments should ensure the availability of better
communication systems, higher the quality of digital learning experience, and promote
technology to enable academics for students to fill in the expanses originated before and after
COVID-19 in education system this cataclysm which is also naturally involved for
continuous acquisition of knowledge.

Research Methodology
Research technique
The research technique is pure quantitative research technique as the data collected for this
report is from a questionnaire which is filled by respondents those are students and teachers.
The research strategy is based on theory and selected variables. To evaluate the situation after
Covid-19 which effected students and education system. The research is exploratory based on
variables and explain variables.
In this report are approach is deductive as our research is beginning with a theory,
developing hypotheses from that theory, and then collecting and analyzing data to test those
hypotheses.
Research Procedure
The quantitative study entailed a cross-sectional online survey conducted among 135
participants in Pakistan between the months of December to January 2020-21. To minimize
personal contact during the outbreak, the questionnaires were administered online through the
Google forms. A link to the electronic survey was distributed via Facebook or WhatsApp.
Before completing the survey, participants were asked to read an informed consent form and
to indicate that they agreed to participate in the study. These survey comprised the main
topics: Changes in Students and education system after COVID-19
Conceptual framework
The conceptual frame work indicating the relationship between independent and dependent
variables. In this report the dependent variable is Student and education system and
independent variables are: Free Online courses, online classes, stress and anxiety and learning
losses.
Changes in
Students and
education
system after
COVID-19
Free
Online
courses
Online
classes
Learning
losses
Stress
and
anxiety

Hypothesis
H1: There is positive/significant impact of online courses on students and education system
after COVID-19
H2: There is positive/significant impact of online classes on students and education system
after COVID-19
H3: There is positive/significant impact of Stress and anxiety on students and education
system after COVID-19
H4: There is positive/significant impact of learning losses on students and education system
after COVID-19
Tool use for data analysis
The collected data is processed in SPSS software for data analyzing, the various tests applied
to analyze the results includes Demographic Table, Descriptive Statistics, Reliability Tests,
Correlation and Regression Analysis.
The internal reliability test perform to shows the consistency of responses of each variable
over the scale. The correlation is applied to analyze the relationship of dependent and
independent variables either positive, negative or no relation based on significance. The
regression analyze will be applied to evaluate the relationship and impact of independent
variables on dependent variables based on t statistics hypothesis will be tested ANOVA will
be shown mode fairness and model predictably will be performed.
Data analysis
Empirical results
Reliability of our model statistically reliable and valid. Reliability means that the proposed
method produces similar results across multiple tests under the same conditions. For
reliability, Cronbach’s alpha, the corrected item-total correlation coefficient and the construct
reliability coefficient were considered because of their wide use for measuring reliability. As
shown in Table I,
Validity
Validity refers to the extent to which the analysis reveals true information. Validity can be analyzed
through content and construct validity analysis methods. Content validity aims to test the
representativeness of questionnaire items. There were no reports of any misunderstanding in the pilot
test, and the interviewees stated that the items were easily understood, indicating sufficient content
validity (Zeng et al., 2010).
The confirmatory factor analysis (CFA) technique is an effective method used for testing

construct validity. According to Campbell and Fiske (1959), construct validity research
typically tests the extent to which data provide:
• Convergent validity, the extent to which different assessment methods show similar
measurement results for the same trait (i.e. constructs; ideally, these values should be
moderately high); and
• Discriminant validity, the extent to which independent assessment methods show divergent
measurement results for different traits (ideally, these values should demonstrate minimal
convergence).
Table 1: Internal Consistency, Composite Reliability, and Convergent Validity
Construct Indicators Loadings Cronbach’s
alpha
Composite
reliability
AVE
Free Online Courses (FO) FO 1 0.672 0.588 0.786 0.551
FO 2 0.802
FO 3 0.747
Online classes (OC) OC 1 0.567 -0.034 0.579 0.391
OC 2 0.918
OC 3 0.101
Stress & Anxiety (SA) SA1 0.599 0.635 0.716 0.482
SA2 0.428
SA3 0.951
Learning Losses (LL) LL 1 0.043 0.132 0.494 0.344
LL 2 0.925
LL 3 0.417
Changes In Student &
Education System After
COVID’19 (CS)
CS1 0.837 0.532 0.743 0.515
CS2 0.838
CS3 0.376
Figure 1 illustrates the structure of the test for all latent variables. Figure 1 and Table 2 show

the results for convergent validity.
Table :2 Discriminant Validity
Latent variables CS FO LL
OC SA
CS 0.717
FO_ 0.348 0.742
LL 0.564 0.289 0.586
OC 0.120 0.257 0.019
0.626
SA 0.098 0.140 0.124
0.114 0.694
Note: The square root of the AVE as a criteria

Table :3 Structural Model Assessment (Direct Effect Result and Decision)
Hypothesi
s
Relationship Original
Sample (O)
Sample
Mean (M)
Standard
Deviation
(STDEV)
T Statistics |
O/STDEV|
P
value
Decision
H1 FO- > CS 0.184 0.198 0.081 2.262 0.024 Accepte
d
H2 LL- > CS 0.510 0.510 0.090 5.695 0.000 Accepte
d
H3 OC- > CS 0.062 0.092 0.110 0.566 0.572 Rejected
H4 SA- > CS 0.002 0.010 0.138 0.012 0.990 Rejected
These results indicate that perceived CS had a significant effect on free online courses and learning
losses.
Interpretation
If the value are less than 0.05 accept the hypothesis, and if the value is greater than 0.05
reject the hypothesis. This shows that H1: Free Online Classes and H2: Learning Losses has
significant relationship with students and education system after COVID-19.
Conclusion
Globalization of education has been deteriorated remarkably due to limited access to
information technologies and uncertain environments among the countries during the
COVID-19 lockdowns. Mostly third world countries are enhancing paralysis in handling the
shifting of educational systems and organization during this pandemic with their very usual
infrastructure, and lack of proper resources; the low and middle-incomes would suffer the
setbacks most as they were running out of finance. Noticeably everyone must face the life
challenges and survive with the crisis; in the long run, it’s not affordable the negligence
towards digitalization in HEC. In order to have dimensional approaches to reach objectives
for better showcase the E-learning and its outcome can be a better idea to deal with the
complexity of online education. HEC should implements their policies and standards with
online education system assuming the period of COVID-19 situation and uncertainties.