Impacts of Online Learning Class During the COVID-19 Pandemic on Student Performance and Their Mental Health Status

Abstract

As a consequence of the current COVID-19 pandemic, online learning is provided to most undergraduate students. This study aimed to determine the impacts of online learning and factors affecting academic performance and mental health among undergraduate students. This study employed a cross-sectional research survey. An online self-administered questionnaire was distributed to collect data from 219 undergraduate students in June 2020. Twelve items assessed student performance and mental health status and determined any association to online learning elements. Descriptive statistics were used to analyse the data. Moreover, associations between elements of online learning and the 12 items were explored using Chi-square and Kendall’s tau-c tests. The results showed: (a) all students’ academic performances were rated positively as the majority reported their perception level as sometime to always; (b) prevalence of stress, tiredness, anxiety and burnout syndrome were reported at 97.3%, 92.7%, 92.2% and 63.9%, respectively; (c) daily study time played a major factor affecting all mental health statuses and exhibiting a positive relationship; and (d) teaching methods, formative assessment, workload and support equipment significantly influenced relation to student performance. This study provides useful data for university administrators’ decisions concerning implementing online learning courses. Relevant elements of online instruction could be reorganised to reduce risks regarding student achievements and mental health status.