Relationship between learning habits and socioeconomic status: A COVID-19 pandemic study

• Published in: International Journal of Advanced Technology and Engineering Exploration
• Main Author: Ghazali N.; Zain N.H.M.; Fesol S.F.A.; Moketar N.A.; Odzaly E.E.; Teo N.H.I.
• Format: Review
• Language: English
• Published: Accent Social and Welfare Society 2021
• Online Access: https://www.scopus.com/inward/record.uri?eid=2-s2.0-85101845011&doi=10.19101%2fIJATEE.2020.S1762122&partnerID=40&md5=4bd75fb91ec5a215ca209c1347cb030e

The education sector is no exception from the unexpected circumstances due to the spread of COVID-19, which forced for the full implementation of online digital learning or e-learning. Now, e-learning has played a key role to enable the field of teaching and learning to be conducted in the amid of pandemic. However, this new style of learning has affecting the students’ manner in studying. Following this, our study aims to identify the changes that occur in the students’ habits in regards to their learning methods during the pandemic and to determine and investigate the relationship between socioeconomic status with learning habits. The researchers have conducted a survey among undergraduate students of Faculty of Computer and Mathematical Sciences, Universiti Teknologi MARA, Melaka Branch and received 675 responses. The relationship between the psychological disruption variable with the perception of students regarding the importance to learn by themselves and also motivate themselves affecting their effectiveness during COVID-19 were investigated using Pearson product moment correlation coefficient. The results revealed that there is a small, positive correlation between the variables of psychological disruption impact (r = 0.198) and students' necessity of self-learning and self-motivation (r = 0.219). © 2021 Nurulhuda Ghazali et al.