Secondary school students’ school-related stressors during the coronavirus disease (COVID-19) pandemic in Sabah, Malaysia

IntroductionDue to the rapid spread of the COVID-19 pandemic and the disruption of education systems worldwide, secondary schools in Malaysia have shifted to online classes to ensure educational continuity. Therefore, it was necessary to investigate the various effects of the COVID-19 pandemic on secondary school students.MethodsA self-reported survey with closed and open-ended questions was used to collect data involving 1,067 secondary school students from eight schools in Sabah, Malaysia. The participants were mostly male (53.4%), with a mean age of 14.8 (SD = 1.64). The study involved stud... Mehr ...

Verfasser: Walton Wider
Bee Seok Chua
Jasmine Adela Mutang
Lee Ching Pan
Dokumenttyp: Artikel
Erscheinungsdatum: 2023
Reihe/Periodikum: Frontiers in Education, Vol 8 (2023)
Verlag/Hrsg.: Frontiers Media S.A.
Schlagwörter: COVID-19 / movement control order / secondary school students / mental health / school-related stressors / Education (General) / L7-991
Sprache: Englisch
Permalink: https://search.fid-benelux.de/Record/base-29233745
Datenquelle: BASE; Originalkatalog
Powered By: BASE
Link(s) : https://doi.org/10.3389/feduc.2023.1138226

IntroductionDue to the rapid spread of the COVID-19 pandemic and the disruption of education systems worldwide, secondary schools in Malaysia have shifted to online classes to ensure educational continuity. Therefore, it was necessary to investigate the various effects of the COVID-19 pandemic on secondary school students.MethodsA self-reported survey with closed and open-ended questions was used to collect data involving 1,067 secondary school students from eight schools in Sabah, Malaysia. The participants were mostly male (53.4%), with a mean age of 14.8 (SD = 1.64). The study involved students from various levels/grades, including transition class, forms 1–5, lower six, and upper six.ResultsStudents faced a variety of school-related stressors, including academic failure due to a poor online course; general mental health issues; a poor internet connection; a lack of in-person interaction; a SOP restriction; an inability to focus; too many homework assignments; burnout; becoming lazier; home conditions; and financial difficulties.DiscussionThe implications for classroom practice, policy formulation, and future research are examined.