dc.creator | Jošić, Smiljana | |
dc.creator | Đerić, Ivana | |
dc.creator | Ševa, Nada | |
dc.date.accessioned | 2021-06-10T12:23:34Z | |
dc.date.available | 2021-06-10T12:23:34Z | |
dc.date.issued | 2021 | |
dc.identifier.isbn | 978-86-6427-166-0 | |
dc.identifier.uri | http://ipir.ipisr.org.rs/handle/123456789/486 | |
dc.description.abstract | Paper describes the dynamics of the distance learning process caused by COVID-19
pandemic from a student’s perspective. We explored some of the features of the learning
process during long-distance learning: time learning, learning activities and school grades.
Data were collected at three measurement points during the suspension of regular classes
(March – end June 2020). A total sample of high school students who voluntarily participated
in the survey was 159. The participants were 15-19 years old from all grades of gymnasia and
vocational secondary schools. The average grade point assigned by the teachers in the 1st
semester (end of 2019 year) was 4.64 (SD= .42) out of maximum 5. Three questionnaires
(included open and closed questions) were distributed electronically at the end of the first
week of long-distance learning, the second at the end of the fourth week and the third in the
week when the classes ended. For the purpose of this study, we analysed questions referring
to the number of learning hours, type of activities related to learning (for school or for out-ofschool
activities) and final average grade. The results show that students changed the number
of hours they devoted to learning from week to week. In the first week they spent around 8h
in total for learning, lower than in the fourth week when they learned 15h in total (t(137) =
−5.59, p<.05). In the final week students reported that they spend approximately the similar
time learning as in the first week. We identified a large number of student extracurricular or
recreational activities (sports, art, technology). There is a significant difference between the
cumulative grade average at the end of the first semester and at the end of the school year
2020 (t(146) = -2,86, p<.05). This finding does not differ from the empirical findings
obtained on a sample of students before the pandemic period. Students had statistically higher
average grades at the end of the school year (M = 4.75; SD = 0.52) compared to the winter
semester (M = 4.64; SD = 0.42). The student assessment of the impact of the COVID-19
pandemic on the final average grade shows that a larger number of students (68%) believe
that this crisis did not have a great impact. In other words, students thought they would have
the same average grade, if the classes took place regularly. Results of the study provided
partial insights in the learning process of high-school students during the first three months of
Covid pandemic. The findings showed that learning could be continued even in extreme
circumstances like lockdown, and that students gradually were capable of adapting to the
changes, by adjusting dynamics of their learning to the dynamic of school demands. | sr |
dc.language.iso | en | sr |
dc.publisher | Beograd : Laboratorija za eksperimentalnu psihologiju | sr |
dc.publisher | Beograd : Filozofski fakultet | sr |
dc.rights | openAccess | sr |
dc.rights.uri | https://creativecommons.org/licenses/by/4.0/ | |
dc.source | Empirical studies in psychology | sr |
dc.subject | long distance learning | sr |
dc.subject | COVID-19 | sr |
dc.subject | learning time | sr |
dc.subject | school grade | sr |
dc.subject | longitudinal study | sr |
dc.title | Learning dynamics during COVID-19 pandemic: high-school students in Serbia | sr |
dc.type | conferenceObject | sr |
dc.rights.license | BY | sr |
dc.citation.epage | 66 | |
dc.citation.spage | 66 | |
dc.description.other | Knjiga rezimea / XXVII naučni skup Empirijska istraživanja u psihologiji | sr |
dc.identifier.fulltext | http://ipir.ipisr.org.rs/bitstream/id/1348/bitstream_1348.pdf | |
dc.identifier.rcub | https://hdl.handle.net/21.15107/rcub_ipir_486 | |
dc.type.version | publishedVersion | sr |