How did the transition to remote learning due to COVID-19 impact college students’ academic performance and mental health in the United States?
Darmelie Espinal, Sruti Das, Geroge Carr, Gabriel Navarrete
Professor K. Hunter
Writing for Sciences
11/27/22
Introduction:
The COVID-19 pandemic forced an unparalleled shift to remote instruction, making it the default for most undergraduates in the U.S. in the middle of the Spring 2020 semester. The onset of COVID-19 began on March 10, 2020, when the WHO declared COVID-19 to be a pandemic and called for social distancing. Shortly after this date, due to the large-scale nationwide lockdown, colleges shut down their campuses and adopted an online format in an effort to minimize the spread of COVID-19. Due to the mandated lockdown of colleges and transition to remote learning, the COVID-19 pandemic introduced unfavorable academic and mental health challenges to college students, particularly those marginalized by lower socio-economic backgrounds.
As a consequence of college closures, the typical academic and social lifestyle of undergraduates were disrupted. When campuses began to close, the vast majority of the residential students were forced to move back to either their parent’s or caregivers’ houses. Returning to live with their parents meant they could no longer interact with faculty and peers both within and outside of the classroom settings or engage in campus organizations and activities which fostered learning and social belongingness. Morris et al. (2021) argued that detachment from college and displacement to home attributed to a lack of interactivity given that many individuals, especially low SES (Socio-economic Status) had to share learning environments, with family members who were obnoxiously noisy and walked through the background during online instruction, hence interrupting their focus.
Additionally, campus resources, group study, and productive workspaces were no longer available to students which served as a source of motivation, thus impeding their academic progress. In addition to academic and social life stressors, the average undergraduate had household responsibilities including taking care of younger siblings, homeschooling, and grocery shopping which limited their time to invest in studying.
Nevertheless, the transition to remote learning particularly jeopardized the academic trajectories of first-generation and underrepresented minorities, who suffered from a unique set of obstacles. Shifting to online learning disproportionately impacted minority students who were already socio-economically disadvantaged. Barber et al. (2020) in their study on disparities in the remote learning experience by first-generation and underrepresented minority students during COVID-19 argued that due to financial insecurity, many students were forced to stay home where they were obligated to fulfill caretaking responsibilities. While maintaining college and balancing a hefty workload, they were compelled to work long hours to cater to their family’s needs. Their financial constraints forced them to work in groceries which required them to come in close proximity with coronavirus exposure. If they contracted covid, they had to do unpaid sick leave, thus having an unstable source of income. Furthermore, the older generations who were more susceptible to COVID were unemployed, putting financial responsibilities on their child.
The learning challenges were especially exacerbated given that the parents were usually deprived of academic experience and educational resources to provide dynamic support and encouragement and thus were unaware of the academic demands of their children, resulting in an unproductive environment (Barber et al., 2020). Therefore, family demands and cultural expectations limited students’ ability to prioritize education. Additionally, disparities in access to technology, social infrastructure, and stable internet connections also contributed to difficulty adapting to remote education and the existing challenges experienced by minority students. Generally, the financial hardships of low SES encountered challenges in purchasing technological tools required for virtual learning as well as unstable network connection impeded their academic engagement (Mostafa et al. 2022).
This accumulation of academic and familial financial obligations deteriorated the mental well-being of underrepresented minorities. As Keyserlingk et al. (2022) highlighted, psychological distress due to the transition to remote learning was a cumulative product of financial stress. The new responsibilities conflicted with the time and energy students had for coursework. After fulfilling their familial financial obligation, they had little to no energy to put the effort into academics. Consequently, the lack of discipline and structure in their daily lives contributed to their disrupted sleeping habits, and diminished motivation which manifested in depression, loneliness, and psychological stress.
Previous research on the association between the transition to remote learning, academic performance, and the mental well-being of underrepresented minorities (URM) due to the COVID-19 pandemic indicates an upward trend. Despite efforts to ensure equitable access to remote learning, first-generation and URM students endured significant and often substantial disparities in remote learning ranging from lack of adequate study space, learning support, and scheduling conflicts to financial insecurity, increased academic workload, and upkeep with housing and caretaking responsibilities. These academic stressors, cultural expectations, and financial burdens induced psychological distress that hindered their academic success.
Methods:
Morris et al. (2021) examined the well-being and stress that college students endured. They gathered college students to participate in a mix-method study where they would have to participate in surveys and interviews. This study intended to show the difference in stress/well-being levels in college students pre-covid and during covid. The study was conducted in 2019-2020. For the survey portion of the study, students were sent links labeled “Time 1,” which were to be completed before the spring term. Then again, they were sent a link labeled “Time 2” after the spring term to be completed after their last final. The college students were instructed to complete these surveys in one sitting, which took about an hour. Experience sampling method (ESM) surveys were sent out two times a week to participants, which were sent out every Wednesday and Sunday. Interviews were conducted through zoom and were recorded for approximately 90 minutes each. During the interviews, they discussed experiences with remote learning and well-being during covid. Things mentioned in the interview vary from experiences with technological problems, study groups, office hours, physical distancing, and communication with family. All participants were given $40 for their participation in the interview.
On the other hand, Barber et al. (2021) observed different ways the remote experience impacted students of multiple identities. Students composed a formal survey to compare the intersectionalities of stem vs. non-stem majors, first-generation vs. non- first generation, and underrepresented minority backgrounds (URM) vs. non-URM. The survey started with 20 enrolled students that independently wrote five questions. After they wrote their questions, they categorized all the individual questions as a class. They then removed any redundant or too specific questions that could discourage a student to participate like questions on immigration status. This survey was used by 800 students in the Program for Excellence in Education and Research in the Sciences (PEERS). The data was then used to compare the three different categories. Each category got a different analysis focus and separate data to make specific comparisons that targeted intersectionalities.
Mostafa et al. (2022) measured the impact of emergency remote instruction (ERI) on college students’ academic performance. They gathered a wide range of student records and surveys with the intent to see any differences in students’ GPAs from the Fall 2019 and Spring 2020 semesters. During the 2020 spring semester, students were asked to complete a covid impact survey that discussed the impact of covid-19 on their learning during the spring semester. The survey consisted of 35 questions related to demographics, financial/academic impact on students, and students’ experiences with the transition to remote learning. Some questions that were asked in the survey were about living conditions (on campus or with family), if students had access to the internet if anyone they knew died of covid, and if their study environment improved. To add to the results of the surveys, data on student records, course enrollment dates, and academic achievements (GPA) were analyzed and compared to surveys. Once the surveys were linked to the student records data, the data was made to be anonymized data. Instructors would encourage students to take surveys by giving out extra points if students completed the survey.
Similar to Morris’s research, Keyserlingk et al. (2022) observed undergraduate experiences and success with remote learning and how that affected stress levels. A longitudinal study was conducted to measure stress levels and self-efficacy among students with the intent to show any differences between the stress levels of students pre/during covid. For the longitudinal study, 1275 undergraduate students were approved to participate, and 312 students participated in the in-depth study. The data collected for the in-depth study were required to take a short weekly survey. There were four different measurement points for the longitudinal study. The first measurement, the point in the winter quarter before any covid cases. The second, third, and fourth points took place at the spring semester’s beginning, middle, and end. The surveys consisted of six major topics: stress, psychological distress, self-efficacy in self-regulation, lack of time/energy for coursework, first-generation college-going student status, and gender. Each major topic had its point system, which ranged from 8-point, 5-point, and 1 point. These topics gave an insight into how students were doing with coursework, procrastination, and study/life balance.
Data/Results:
Morris et al(2021) compared surveys between the Spring term 2019-2020 where students reported a small within-person rate of change in depressive symptoms, stress, anxiety, and loneliness; suggesting an increase of up to one percent in each observation. Although the between-person and within-person comparison from 2019-2020 yielded no yearly differences in each observation. A pooled analysis to determine the levels of effect on individual students determined that year over year individuals who reported an indication of diminishing mental health in the first initial assessment continued to intensify at an increased rate in 2020 than in 2019. Those who did not report any indication at the initial assessment reported no difference in comparison over 2019-2020.
Based on 90-minute interviews between students and researchers it was evident that students lacked engagement, peer relationships, and routine. Through accounts that were delivered by students, the qualitative research showed students shared no emotional or social connection to peers. Participants mentioned how unnatural and unwanted communication felt online regarding it being difficult and that meant fewer interactions in group studies. With the lack of connection between peers and professors, participants mentioned how class began to feel like a suggestion as opposed to an obligation. Where the active feeling of being watched in class felt necessary to be obligated to do work. With class participation and peer connection diminishing students’ overall scores and grades also lowered. Intense worry regarding scores and future endeavors left a participant bedridden for weeks as he was consumed by anxiety and emotional distress. Many of these students with worries about academic performance developed an array of mental health issues, one of the more common being insomnia.
Several participants however who actively participated, took social initiative, and took pride in self-learning. In attempts to better the conditions they were under, handfuls of students actively participated in hopes of benefiting the class by taking on more leadership roles to increase discussion. One student, in particular, pushed past social anxiety and chose to speak up for the class during the course despite being introverted in nature. While other students were struggling to maintain relationships, a participant reached out to their peers more than they would in person to spread their companionship realizing that connection is what their friends need in situations like these. Lastly another handful of students also immersed themselves in the online schedule and organized and dabbled in their own personal studies away from class; finding it necessary to continue their studies outside of class.
Barber et al (2021) concluded that STEM, first-generation, and Underrepresented minorities (URM) all faced significant disparities in challenges regarding participation and reduced ability to succeed compared to their counterparts. STEM participants compared to non-STEM majors shared the least disparity between programs; however, STEM participants had significantly increased workloads and displayed a decrease in work participation due to living conditions. Furthermore, Non-STEM participants displayed significantly fewer financial resources including health insurance and lesser food quality when compared to their counterparts. In comparison with first-generation and continuing students, starting generations were at an undeniable imperative facing increased academic workload, increased work hours, decrease in academic participation, lower financial security, and lower food quality. In comparison with URM and non-URM first generation issues discussed previously were similar regarding a definitive difference in the online learning experience.
Comparing the intersectionality of URM First and Continuing and Non-URM first and continuing generations URM first-generation participants suffered vastly in 11 out of 19 survey portions. Questions 14-19 serve to display financial challenges all but one of which show statistical significance highlighting the economic disparities between URM first-generation and Non-URM first-generation participants.
Mostafa Et al (2021) determined there to be no correlation between lower GPAs associated with covid-19 experience however, results displayed a significant correlation between enrollment dates and student perception of academic performance. Incoming freshmen had a .228 drop in GPA between fall 2019-spring 2020 whereas transfer students had a .373 average drop in GPA following fall 2019-spring2020. The drops in GPA were associated with housing conditions and internet access although there is not enough statistical significance to ensure a significance. However, Mostafa et al (2021) did display statistical significance with perceived performance over the course year to definitive change in GPA. Figure 3 in Mostafa et al(2021) illustrates how students who perceived their performance to have worsened experienced greater drops in GPA compared to other students. Greater concentration in figure 3 is displayed with those who perceived a lower performance outcome. Those who perceived improvements on average did experience greater academic performance with fewer outliers than their counterparts.
Figure 3 Mostafa et al. (2021) Fig 3. Distribution of GPA changes by students’ perception of their performance after the outbreak.
Keyserling et al. (2021) measured Student’s self-efficacy and reported lower stress increases; however, students with higher mental health impairment and limited time for coursework displayed more significant stress increases. Keyserling et al. (2021) Figure 1 displayed a common increased stress level in coursework aside from other factors. All participant groups in each category experienced the greatest levels of stress regarding course work however, first-generational students faced greater disparities with challenges in completing coursework. Moreover, students with little time and energy for coursework stated coursework to be intensive in all three survey responses throughout the semester. Similarly, first-gen and students with non-specific psychological distress agreed. However, there is no correlation shown between gender or self-efficient students with stressful coursework. In comparison with procrastination and study life balance the results yield the same for all categories however, self-efficacy in self-regulation displayed a buffering effect and decrease in stress levels.
Keyserling et al.(2021) Figure 1 Stress because of coursework, procrastination, and study/life balance in winter 2020 and spring 2020, error bars indicate the standard errors
Discussion:
The shift to remote learning, while serving as the best available option available for students during the pandemic who needed to continue their education, had many setbacks which affected first-generation and URM students disproportionately. Academic stress as well as cultural expectations, financial burdens, and other psychological distress stemmed from lack of personal study space, outside of the classroom support, scheduling conflicts, and many other factors. Having to take on roles at home like caring for younger siblings affected their ability to succeed, as well as sharing the space with parents who didn’t attend college themselves, which limits their ability to be allies in their children’s education.
This change introduced unfavorable academic and mental health challenges, particularly to those of lower socioeconomic status. Morris et al. (2021) found that previous studies concerning academic performance in the pandemic have been conflicted, as students’ experiences themselves are generally mixed. Decreased social and academic interaction in online learning affected both motivation and feelings of connectedness. Feelings of isolation made it harder to stay motivated and contact peers for support. Cycles of distress existed, like students who became academically detached experienced worsening depression, which in turn worsened the detachment, and so on. Transitioning to new living and learning environments was found to be challenging and stressful, while self-regulation and adaptation to new study and procrastination habits were critical. Results showed that continuing students were able to maintain significantly higher performance than incoming students. This indicates a need for institutions to pay special attention to these incoming students, especially those experiencing “transfer shock”.
During the pandemic, social interaction and campus resources were abruptly eliminated. Lack of leisure and social activities contributed to a work/life imbalance which has already shown deleterious effects in other contexts. Many students who would regularly need additional resources outside of the classroom to give them the necessary tools for success found themselves without adequate channels for this extra care. Those students who reported feeling as though they were coping effectively paradoxically reported higher stress than those who had coped via disengagement. Effective coping strategies do not necessarily reduce stress and are associated with more stress over time, but they have been shown to protect against the effects of stress such as depression.
Minority and socioeconomically disadvantaged students were disproportionately impacted by the pandemic. As with Morris et al. (2021), prior psychological distress was related to an increase in stress. Students’ experience of stress was related to not having enough resources to face the challenges of academic demands and life circumstances. Barber et al. (2021) found that first-generation and URM students were significantly more disadvantaged in remote learning during the pandemic regardless of major. The shift to remote learning decreased interest in future remote instruction, as this increased workloads and students’ living conditions limited their ability to succeed in remote instruction. URM students faced challenges due to technology. URM and first-generation students were most negatively impacted by the shift to remote learning due to access to computers and the internet. Minority populations were more likely than whites to access the internet via mobile phone as opposed to laptop, desktop, or tablet. First-generation and URM faced higher expectations of helping other household members with remote learning, especially younger siblings. URM and first-generation students reported having better access to healthy food on campus than at home with remote learning.
Conclusion:
Overall we found an increase in study-related stress in undergraduates during the COVID-19 pandemic. Throughout the studies we’ve included in our research, the experiences of college students’ transition to remote learning were mixed. First-generation and URM students had a more difficult time across all majors, and prior distress was linked to an increase in stress during the pandemic. Some students demonstrated a link between isolation and an increase in depression and anxiety, while others reported the development of positive coping strategies, without an effect on overall stress. Further research should be done to integrate some of the mixed methodologies over a larger population.
References
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Keyserlingk, L. V., Yamaguchi-Pedroza, K., Arum, R.,` & Eccles, J. S. (2021, March 2). Stress of university students before and after campus closure in response to COVID‐19. Shibboleth authentication request. Retrieved November 8, 2022, from https://onlinelibrary-wiley-com.ccny-proxy1.libr.ccny.cuny.edu/doi/pdfdirect/10.1002/jcop.22561
Morris, M. E., Kuehn, K. S., Brown, J., Nurius, P. S., Zhang, H., Sefidgar, Y. S., Xu, X., Riskin, E. A., Dey, A. K., Consolvo, S., & Mankoff, J. C. (2021, June 28). College from home during COVID-19: A mixed-methods study of heterogeneous experiences. PLOS ONE. Retrieved November 8, 2022, from https://journals.plos.org/plosone/article?id=10.1371%2Fjournal.pone.0251580
Mostafa, S., Cousins-Cooper, K., Tankersley, B., Burns, S., & Tang, G. (2022, March 10). The impact of COVID-19-induced emergency remote instruction on students’ academic performance at an HBCU. PLOS ONE. Retrieved November 8, 2022, from https://journals.plos.org/plosone/article?id=10.1371%2Fjournal.pone.0264947
