Assessing Cognitive Factors of Modular Distance Learning of K-12 Students Amidst the COVID-19 Pandemic towards Academic Achievements and Satisfaction

Influence of online collaborative learning on social network and academic performance of medical students: lessons learned from the COVID-19 pandemic

Introduction

The social distancing restrictions due to the COVID-19 pandemic have changed students' learning environment and limited their social interactions. Therefore, the objective of this study was to investigate the influence of the social distancing restrictions on students' social networks, wellbeing, and academic performance.

Methods

We performed a questionnaire study in which 102 students participated before and 167 students during the pandemic. They completed an online questionnaire about how they formed their five peer social networks (study-related support, collaboration, friendship, share information, and learn-from) out-of-class. We performed social network analysis to compare the sizes, structures, and compositions of students' five social networks before and during the pandemic, between first- and second-year students, and between international and domestic students. Additionally, we performed Kruskal-Wallis H test to compare students' academic performance before and during the pandemic. We performed thematic analysis to answers for two open-end questions in the online questionnaire to explore what difficulties students encountered during the COVID-19 pandemic and what support they needed.

Results

The results showed that the size of students' social networks during the pandemic was significantly smaller than before the pandemic. Besides, the formation of social networks differed between first- and second-year students, and between domestic and international students. However, academic performance did not decline during the COVID-19 pandemic. Furthermore, we identified three key areas in which students experienced difficulties and needed support by thematic analysis: social connections and interactions, learning and studying, and physical and mental wellbeing.

Conclusion

When institutions implement learning with social distancing, such as online learning, they need to consider changes in students' social networks and provide appropriate support.

Investigating Latent Interactions between Students' Affective Cognition and Learning Performance: Meta-Analysis of Affective and Cognitive Factors

Affective and cognitive factors play significant roles in influencing students' learning performance. However, limited studies exist that examine the latent interactions between these factors and students' learning performance. This study applied a meta-analytic approach to examine the relationships between affective and cognitive factors and students' learning performance through the selected publications. We identified 18 affective and cognitive influencing factors related to student learning achievement/performance. It was found that academic performance was significantly impacted by learning scores, future aspirations and goals, peer support for learning, and family support for learning. A moderate impact was observed for cognitive benefits, skill development, self-regulation, values, knowledge, character, self-belief, attitudes and beliefs, affective benefits, motivation, optimism, and behavioral engagement. A weak influence was observed for control and relevance of schoolwork and self-efficacy. The discussion and limitations of this study have also been provided in the last sections.

Factors Affecting Perceived Effectiveness of Government Response towards COVID-19 Vaccination in Occidental Mindoro, Philippines

The COVID-19 pandemic has caused several developing countries to fall behind on vaccination at the onset of the pandemic, thus affecting the mobility of easing restrictions and lowering virus transmission. The current study integrated the Protection Motivation Theory (PMT) and extended the Theory of Planned Behavior (TPB) to evaluate factors affecting the perceived effectiveness of government response towards COVID-19 vaccination in Occidental Mindoro. A total of 400 respondents from the municipalities of Occidental Mindoro answered the online questionnaires, which contained 61 questions. This study outlined the relationship between the dependent and independent variables using structural equation modeling (SEM). The results indicated that knowledge of COVID-19 vaccination had significant direct effects on its perceived severity. Subjective standards had significant adverse effects on willingness to follow. In addition, perceived behavioral control was discovered to impact willingness to follow positively. It also showed that perceived government response was significantly affected by adaptive behavior and actual behavior regarding the perceived government response. Meanwhile, it was found that the perceived government response had significant effects on perceived effectiveness. The current study is one of the first to study the factors that affect the perceived effectiveness of government response toward COVID- 19 vaccination.