C.J. Escuadra1, J.B. Nava1, M.I. Atienza1, P.A. Diaz1, K. Melendres1, N.B. Paril1, A.M. Reyes1, J.R. Reyes1, S.A. Reyes1
1University of Santo Tomas, College of Rehabilitation Sciences, Manila, Philippines
Background: After the abrupt increased in prevalence of COVID-19 cases worldwide last March 2020, the Philippine government and educational agencies have suspended all face-to-face classes in the whole country. This regulation has required universities to transition to distance learning resulting to several adjustments to the different education stakeholders, especially the students. These changes are expected to affect the well-being and perceived well-being factors of students which are significant considerations in their learning.
Purpose: This study aims to describe the well-being status and perceived well-being factors of University of Santo Tomas first year students by comparing their responses before and after the distance learning transition due to COVID-19 pandemic.
Methods: This study involved the assessment of well-being and perceived well-being factors of first year rehabilitation sciences students from University of Santo Tomas, Philippines at the beginning and end of the academic term (January-May 2020) using the standardized WHOQOL-BREF questionnaire during the COVID-19 pandemic. Responses were analysed using descriptive and inferential statistics to compare the results obtained from two points in time.
Results: A total of 214 first year rehabilitation sciences students of the university with a male:female ratio of 1:1.93 was included in the study. After face-to-face classes were suspended, results revealed that more students have good to very good overall well-being rating (A1:73.48%; A2:79.74%). Moreover, no significant difference was found (p-value>0.05) on the initial and re-assessment mean scores of physical health (A1: 61.98; A2: 68.68), mental health (A1:57.04; A2:58.71), social relationship (A1:72.55; A2:71.95), and environment(A1:68.52; A2:71.81) well-being domains. These results maybe attributed to the readiness of the stakeholders of the university for online class delivery. However, further exploration revealed that students’ perceived well-being factors have changed in the transition. Though academic demands and high expectations from oneself, family and teachers remained as the most commonly reported perceived well-being factors, sleep (quality and quantity), schedule, physical environment and financial considerations were significantly reported by more students to affect their well-being status. These findings would suggest that factors present at home may now begin to contribute more to the well-being status of the students during distance learning in times of pandemic.
Conclusion(s): This study found that the overall well-being status and scores on well-being domains (physical health, mental health, social relationship and environment) of the first year University of Santo Tomas rehabilitation sciences students remained to be good in times of the COVID-19 pandemic. However, further analyses showed that transition to distance learning has resulted for more students to report that their well-being is affected by factors present at home like physical environment, and financial considerations.
Implications: Findings of the study will be beneficial for administrators and faculty members in designing policies and instructional materials for distance learning. Results suggest that factors present at home are also important to be monitored and considered in ensuring the well-being of students during the time of pandemic. Administrators and instructional designers are suggested to provide orientation and guidelines to students, and if possible with their family members, to help them better prepare themselves and their "study stations" for distance learning.
Funding, acknowledgements: Study was partially funded by the University of Santo Tomas College of Rehabilitation Sciences.
Keywords: Well-being in learning, Distance Learning, Well-being in times of pandemic
Topic: Education
Did this work require ethics approval? Yes
Institution: University of Santo Tomas
Committee: College Rehabilitation Sciences Ethics Review Committee
Ethics number: 2019-004
All authors, affiliations and abstracts have been published as submitted.
