ARCHIVES
VOL. 8, ISSUE 3 (2023)
Impact of remote teaching-learning practices on students stress: A mixed method enquiry
Authors
Prakash Kumar Pradhan Mohapatra, Sonali Jena
Abstract
The main objective of this paper was to study the impact of remote
teaching-learning practices on students stress with relation to their Gender
and Locality. Keeping in view the nature of the present study the researcher
adopted the mixed method research design. Here investigator was used purposive
random sampling method and selected 150 faculty members from three rural areas
higher education institutions (Sukinda Degree College, Sukinda, Dharamsala Degree
College, Jaraka and B.B. Mahavidyalya, Chandikhole) Jajpur District of Odisha
and two urban areas higher education institutions from Cuttack District
(Ravenshaw University, Cuttack and J.K.B.K Government Degree College), For the
propose of the study researcher use self-developed semi-structured
questionnaires on Students stress for data collection whereas, Percentage,
Mean, SD were used for quantitative data analysis and thick descriptions was
used for qualitative data analysis. It was found that majority of both urban
areas and rural areas faculty members reported that long time studying at home
environment and non-involvement of peer groups and teachers and bad impact on
their eyes by watching constantly to the mobile during online class leads to
develop the feelings of stress and depression among the students whereas,
because of high cost of data pack leads to stress and depression among the
rural students mentioned by the rural faculty members. Further it was found
that both urban areas and rural areas faculty members reported that, build
their carrier properly, direct contact with teachers and friends, classroom
interaction were main reason for motivation towards for offline class than that
of online class.
Pages:26-31
How to cite this article:
Prakash Kumar Pradhan Mohapatra, Sonali Jena "Impact of remote teaching-learning practices on students stress: A mixed method enquiry". International Journal of Advanced Educational Research, Vol 8, Issue 3, 2023, Pages 26-31
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