Table 3 Educational distress factors associated with virtual learning due to the COVID-19 pandemic and descriptive statistics
Description | YES N (%) | NO N (%) | |
|---|---|---|---|
C1. Virtual learning and its effect on students’ feelings from an educational perspective | |||
Lack of Motivation | Feeling unmotivated/ bored/Lazy/unproductive | 110 (70%) | 47 (30%) |
Stress | Feeling overwhelmed and stressed | 118 (75.2%) | 39 (24.8%) |
Worry and exam fear | Feeling worried and fearful of exam/Panicked | 124 (79%) | 33 (21%) |
Decreased Productivity | Feeling decreased learning and being unproductive | 110 (70%) | 47 (30%) |
C2. Virtual learning and its effect on students’ understanding of the subjects/materials | |||
Extra self-effort | The need to put extra effort to understand the lecture | 122 (77.7%) | 35 (22.3%) |
Need to study harder | The study is more challenging when taught virtually | 117 (74.5%) | 40 (25.5%) |
Learning is slower than standard | The need to spend more time to understand the material/topic | 115 (73.2%) | 42 (26.8%) |
Learning is boring | Virtual learning is not exciting or fun | 100 (63.7%) | 57 (36.3%) |
Difficulty in solving problems | Find difficulty in solving problems and submitting properly written answers | 92 (58.6%) | 65 (41.4%) |