Open Journal Systems

Amidst the home-based instruction: The perceived social support and the learning anxiety of secondary school students

Saniya G. Abirin

Article ID: 1693
Vol 8, Issue 2, 2023, Article identifier:

VIEWS - 495 (Abstract) 362 (PDF)

Abstract

The primary purpose of this study was to examine the relationship between the extent of the social support provided by parents and teachers among secondary school students during their home-based instruction and the learning anxiety they experience amidst the COVID-19 pandemic. Social support was measured based on two constructs: parents and teachers. A descriptive-survey approach utilizing a proportional stratified random sampling was utilized to obtain the samples from a 75,542 total population of secondary students enrolled in school year 2020–2021. Data gathering was carried out during lockdown thus, printed and online surveys were administered. Three problems were investigated in the study: (1) the extent of the social support received by secondary school students from their parents and teachers; (2) the level of learning anxiety they experienced during home-based instruction; (3) whether there is a significant relationship between social support and the learning anxiety of secondary school students. Based on the findings obtained, teachers provided higher support to secondary school students as compared with parents; the learning anxiety experienced by the secondary school students during home-based instruction was moderate; and this study concluded that there is a strong positive relationship between social support and learning anxiety, however, this relationship is not significant.

Keywords

home-school learning; social support; educational needs; COVID-19

Full Text:

PDF



References

1. Francisco WS, Alieto EO. Language learning in modular setup: Challenges and coping mechanism of secondary students. Basic and Applied Education Research Journal 2022; 3(1): 41–55. doi: 10.11594/baerj.03.01.04

2. Tan R. Home-based learning: Guide to learning at home effectively. Available online: https://smiletutor.sg/home-based-learning-guide-to-learning-at-home-effectively/ (accessed on 24 July 2023).

3. Chavez JV. Academic and health insecurities of indigent students during pandemic: Study on adaptive strategies under learning constraints. Journal of Multidisciplinary in Social Sciences 2020; 16(3): 74–81.

4. Fahey G, Joseph B. Parents’ Perspective on Home-Based Learning in the COVID-19 Pandemic. Centre for Independent Studies; 2020.

5. China FT. The Relationship between Social Support, Social Adjustment, Academic Adjustment, and Academic Performance among College Students in Tanzania [PhD thesis]. Open University of Tanzania; 2015.

6. Seeman T. Support and social conflict: Section one-social support. Psychosocial Notebook 2008; 2: 5–14.

7. Leahy-Warren P. Social support theory. In: Fitzpatrick JJ, McCarthy G (editors). Theories Guiding Nursing Research and Practice: Making Nursing Knowledge Development Explicit. Springer; 2014. pp. 85–101.

8. Zhou ES. Social support. In: Michalos AC (editor). Encyclopedia of Quality of Life and Well-Being Research. Springer; 2014.

9. CMHA BC and Anxiety Canada. Wellness module 3: Social support. Available online: https://www.heretohelp.bc.ca/wellness-module/wellness-module-3-social-support (accessed on 24 July 2023).

10. Ko HC, Wang LL, Xu YT. Understanding the different types of social support offered by audience to A-list diary-like and informative bloggers. Cyberpsychology, Behavior and Social Networking 2013; 16(3): 194–199. doi: 10.1089/cyber.2012.0297

11. Danielsen AG. Supportive and motivating environments in school: Main factors to make well-being and learning a reality. Norsk Epidemiologi 2010; 20(1): 33–39. doi: 10.5324/nje.v20i1

12. Tian L, Tian Q, Huebner ES. School-related social support and adolescents’ school-related subjective well-being: The mediating role of basic psychological needs satisfaction at school. Social Indicators Research 2016; 128(1): 105–129. doi: 10.1007/s11205-015-1021-7

13. Demir M, Leyendecker B. School-related social support is associated with school engagement, self-competence and health-related quality of life (HRQoL) in Turkish immigrant students. Frontiers in Education 2018; 3: 83. doi: 10.3389/feduc.2018.00083

14. Bofah EA, Ntow FD. Perceived social support from parents and teachers’ influence on students’ mathematics-related self-beliefs. African Journal of Educational Studies in Mathematics and Sciences 2017; 13: 41–62.

15. Yasin ASM, Dzulkifli MA. The relationship between social support and academic achievement. International Journal of Humanities and Social Science 2011; 1(5): 277–281.

16. Goodenow C. Classroom belonging among early adolescent students: Relationships to motivation and achievement. The Journal of Early Adolescence 1993; 13(1): 21–43. doi: 10.1177/0272431693013001002

17. Patrick H, Ryan AM, Kaplan A. Early adolescents’ perceptions of the classroom social environment, motivational beliefs, and engagement. Journal of Educational Psychology 2007; 99(1): 83–98. doi: 10.1037/0022-0663.99.1.83

18. Whitney C. Social supports among college students and measures of alcohol use, perceived stress, satisfaction with life, emotional intelligence and coping. The Journal of Student Wellbeing 2010; 4(1): 49–67. doi: 10.21913/JSW.v4i1.588

19. Iglesia G, Stover JB, Fernández Liporace M. Perceived social support and academic achievement in Argentinean college students. Europe’s Journal of Psychology 2014; 10(4): 637–649. doi: 10.23668/psycharchives.1110

20. Pappas CJ. Assessing Middle School Students’ Perceptions of Social Support Provided by Teachers and Other School Professionals [Master’s thesis]. Eastern Illinois University; 2014.

21. Glasow PA. Fundamentals of Survey Research Methodology. MITRE, Washington C3 Center McLean; 2005.

22. Perez AL, Alieto E. Change of “tongue” from English to a local language: A correlation of mother tongue proficiency, and mathematics achievement. The Asian ESP Journal 2018; 14(7): 132–150.

23. Department of Labor and Employment. Executive order No. BC 572–2020. Amended guidelines for the implementation of general community quarantine in Zamboanga City. Available online: https://www.dole9portal.com/executive-order-no-bc-567-2020-an-act-declaring-a-general-community-quarantine-in-zamboanga-city-and-providing-guidelines-for-its-implementation/ (accessed on 24 July 2023).

24. Kelly E. Re: How do I continue with my analysis if the Box’s M and Levene’s tests are significant in MANOVA? Available online: https://www.researchgate.net/post/How-do-I-continue-with-my-analysis-if-the-Boxs-M-and-Levenes-tests-are-significant-in-MANOVA/587f43f4ed99e11cdb40116c/citation/download (accessed on 24 July 2023).

25. A/Qotba H, Al Nuaimi AS, AI Mujalli H, et al. COVID-19 surveillance in the primary health care population of Qatar: Experience of prioritizing timeliness over representativeness when sampling the population. Frontiers in Public Health 2021; 9: 654734. doi: 10.3389/fpubh.2021.654734

26. Kara A. The effect of a ‘learning theories’ unit on students’ attitudes toward learning. Australian Journal of Teacher Education 2009; 34(3): 100–113. doi: 10.14221/ajte.2009v34n3.5

27. Ponto J. Understanding and evaluating survey research. Journal of the Advanced Practitioner in Oncology 2015; 6(2): 168–171.

28. Zakaria A, Salleh A, Ismail M, Ghavifekr S. Promoting meaningful learning via an online project-based module. International Journal of e-Learning and Higher Education 2017; 6(6): 71–96.

29. Tantip Kitjaroonchai NK. Motivation toward English language learning of Thai students majoring in English at Asia-Pacific international university. Journal of the Institute for Interdisciplinary Studies 2012; 7(1): 21–40.

30. Şen HŞ. The attitudes of university students towards learning. Procedia–Social and Behavioral Sciences 2013; 83: 947–953. doi: 10.1016/j.sbspro.2013.06.177

31. de Carvalho Junior W, Loireau M, Fargette M, et al. Correlation between soil erosion and satellite data on areas of current desertification: A case study in Senegal. Revista Ciência & Trópico 2017; 41(2): 51–66.

32. Basilio JJ, Pangilinan T, Kalong JJ, Tus J. Amidst the online learning modality: The social support and its relationship to the anxiety of senior high school students. Psychology and Education: A Multidisciplinary Journal 2022; 1(3): 331–335. doi: 10.5281/zenodo.6654353

33. Kugbey N, Osei-Boadi S, Atefoe EA. The influence of social support on the levels of depression, anxiety, and stress among students in Ghana. Journal of Education and Practice 2015; 6(25): 135–140.


DOI: https://doi.org/10.54517/esp.v8i2.1693
(495 Abstract Views, 362 PDF Downloads)

Refbacks

  • There are currently no refbacks.


Copyright (c) 2023 Saniya G. Abirin

License URL: https://creativecommons.org/licenses/by/4.0/