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This study, conducted in South and North Madalum District Schools, Division of Lanao del Sur II, during the school year 2022-2023, employed a descriptive correlational research design to explore the quality of work-life balance among teachers and its impact on their performance in face-to-face classes. The research focused on selected schools in Madalum, Lanao del Sur, Philippines, with 100 elementary and primary school teachers participating. The study revealed that the majority of teachers were in the 36-40 years age group, female, married, held a Master's Degree, and had less than 5 years of teaching experience. The study also revealed a satisfactory perception of work-life balance, personal-life balance, and family-life balance among teachers. Regarding teaching performance, more than half of the respondents received an outstanding rating, indicating a high level of satisfaction and competence. Moreover, there was a significant and negative relationship between the perceived quality of work-life balance and teaching performance rejecting the null hypothesis of the study. In contrast, the variables related to personal-life balance and family-life balance did not show a significant relationship with teaching performance. However, a critical finding emerged, revealing a significant and negative relationship between the perceived quality of work-life balance and teaching performance. Teachers reporting lower work-life balance were more likely to exhibit poorer teaching performance. It was recommended that counselling services and mentoring programs may be provided for teachers to assist them in managing their professional and personal responsibilities. [ABSTRACT FROM AUTHOR]

In the wake of the COVID-19 pandemic and the subsequent shift to online instruction, many universities have been exploring hybrid approaches that leverage the benefits of both face-to-face and online learning. In this study, we examined the relationship of personality traits with degree of subjective learning and satisfaction in different class formats among Japanese university students. The results revealed that loneliness and extraversion were associated with evaluations of face-to-face classes, while self-control, anxiety about conversations with classmates, and anxiety about speaking and giving presentations were associated with evaluations of real-time interactive classes. Computer anxiety and anxiety about speaking and giving presentations were related to evaluations of on-demand classes. These findings suggest that the different personality traits of university students may influence their degree of subjective learning and satisfaction depending on the class format. [ABSTRACT FROM AUTHOR]

In the wake of the COVID-19 outbreak, this case study examines the adoption and viability of in-person instruction in the Magsaysay districts of Misamis Oriental, Philippines. It fills in the knowledge gap about the unique customs and difficulties associated with the return of in-person instruction in rural areas. A mixed-methods approach was used in the study, incorporating focus group talks with school administrators and surveys. The results show that the district's schools have successfully included in-person instruction by following health regulations, implementing blended learning, working with stakeholders, and implementing corrective measures. However, difficulties have been observed, including learning loss and behavioral problems in students. In order to solve these issues and guarantee the district's continued capacity to provide in-person instruction, the study's conclusion suggests an improved learning continuity plan. Policymakers and educators working in similar rural environments can greatly benefit from this research's insightful observations, which emphasize the significance of customized approaches and continuous support for successful and long-lasting in-person instruction.

Schools have been closed for over two years, and students have been learning remotely, causing a significant impact on learning because of the pandemic. Due to this, schools attempt to conduct limited face-to-face classes safely, thus needing to assess their readiness to transition back to face-to-face classes as a part of the Basic Education - Learning Continuity Plan (BE-LCP). An Exploratory-descriptive method was used in the study. Vaccination data was analyzed, and ten teachers were engaged in an interview session regarding the school's perceived readiness. These respondents were selected randomly. Findings revealed that the school has an almost ideal vaccination status. In terms of the teachers' perceptions, it was found that the teachers were generally positive about the school's preparedness for the transition to a face-to-face modality. However, there were some concerns about the safety of students and school personnel, the condition of the school's facilities, and the feasibility of the school's plans. It was also found that the teachers have positive attitudes and subjective norms regarding safety, equipment and structures, partnerships and stakeholders, and confident behavioral intentions, which exhibit a likelihood of displaying positive behavior during the limited face-to-face classes. The findings of the study are positive and suggest that Morong National High School is well on its way to transitioning to face-to-face classes. However, there are some areas that need to be addressed to ensure the safety of students and staff. [ABSTRACT FROM AUTHOR]

The use of educational technology (Ed-Tech) and the Internet in acquiring foreign language skills has led to an increased interest in alternative teaching strategies such as flipped and blended learning. This study investigates the effects of flipped, blended, and traditional face-to-face teaching methods on the utilization of cohesive devices in paragraph writing among EFL learners. From a pool of 110 junior EFL students, 90 participants were selected. Afterwards, they were randomly divided into three groups: flipped, blended, or face-to-face. To evaluate their paragraph writing abilities, a pretest was conducted prior to the treatment. The first comparative group received instruction using the flipped teaching method, while the second group experienced a blended learning environment (combining face-to-face and online classes). The control group received traditional face-to-face instruction. Following the treatment sessions, all groups completed a posttest on paragraph writing. The findings indicated that both the flipped and blended groups demonstrated significantly better performance compared to the control group. These results provide valuable insights for EFL teachers, curriculum designers, and learners.

The learning community has been profoundly affected by the COVID-19 pandemic. In the Philippines, Filipino teachers faced challenges such as adjustment to new pedagogical concepts, styles of delivery, and different environments due to the limitations imposed by the nationwide lockdown. The Department of Education (DepEd) shifted promptly to switch to online learning and develop the Basic Education Learning Continuity Plan (BE-LCP). This plan outlines how education will continue during the pandemic, with a primary focus on protecting the well-being and safety of students, instructors, and staff. Furthermore, the Department of Education mandated the return of five days of in-person classes two years later, when education had recovered to normal, following the effects of COVID-19. The aim of this study is to describe the levels of teachers' self-efficacy, adjustment, and the relationship between these variables when the reopening to five-day face-to-face classes was implemented. The respondents of the study were teachers from Beata Elementary School at Pandacan, Manila. A correlational method was used to perform the research. The researchers utilized a survey questionnaire that included the Teachers' Sense of Efficacy Scale (TSES), created by Megan Tschannen-Moran and Anita Woolfolk Hoy in 2001, as well as the Teachers' Adjustment Scale developed by the researchers. Data revealed that there is a high level of self-efficacy (x² =8.04) and adjustment (x=8.38) among the Filipino elementary teachers. The study revealed a positive correlation between self-efficacy and teacher adjustment, indicating that the higher the level of self-efficacy, the higher the level of teacher adjustment. [ABSTRACT FROM AUTHOR]

Copyright of International Journal of Chinese Language Teaching is the property of Clifford Publishing and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The use of educational technology (Ed-Tech) and the Internet in acquiring foreign language skills has led to an increased interest in alternative teaching strategies such as flipped and blended learning. This study investigates the effects of flipped, blended, and traditional face-to-face teaching methods on the utilization of cohesive devices in paragraph writing among EFL learners. From a pool of 110 junior EFL students, 90 participants were selected. Afterwards, they were randomly divided into three groups: flipped, blended, or face-to-face. To evaluate their paragraph writing abilities, a pretest was conducted prior to the treatment. The first comparative group received instruction using the flipped teaching method, while the second group experienced a blended learning environment (combining face-to-face and online classes). The control group received traditional face-to-face instruction. Following the treatment sessions, all groups completed a posttest on paragraph writing. The findings indicated that both the flipped and blended groups demonstrated significantly better performance compared to the control group. These results provide valuable insights for EFL teachers, curriculum designers, and learners. [ABSTRACT FROM AUTHOR]

The coronavirus disease (COVID-19) pandemic has extremely caused massive disruptions in the education sector, and this led to the adoption of full-distance learning modalities across different educational institutions worldwide. However, studies are still needed within the context of the Philippines in terms of the impact of the pandemic on university students in light of a gradual limited face-to-face transition. This study determined the Filipino college students' perceived impact of the COVID-19 pandemic and the prevalence of depression, anxiety, and stress symptomatology (DASS) among them. This cross-sectional study surveyed Filipino university students from a public higher education institution in the Philippines via convenience sampling. A total of 3,718 students participated in the study. Analysis showed that despite the respondents' level of DASS being roughly similar and normal, half of them is experiencing mild to extremely severe symptomatology. Further results indicated that there is a statistically significant difference in their DASS when grouped according to their gender and class level. The findings will be beneficial to multiple stakeholders in designing data-driven policies that would maximize the possibility of a safe resumption of limited, gradual, and eventually, full face-to-face modalities. [ABSTRACT FROM AUTHOR]

Mental health is considered an indicator of well-being in which people perceive their own potential, can face adverse life situations, function adequately and fruitfully, and are capable of contributing to society. In this sense, the objective of the present investigation was to evaluate depression, anxiety, and stress in Peruvian university students upon their return to face-to-face classes. The quantitative approach was used, the design was non-experimental, and the type was descriptive of a cross-section. The sample consisted of 746 students who were administered the Depression Anxiety Stress Scale, an instrument with adequate psychometric properties. The results indicate that the students presented low levels of depression and anxiety. However, they presented moderate levels of stress. High, direct, and significant correlations were also reported between depression and anxiety (rs = 0.850; p < 0.05), between depression and stress (rs = 0.840; p < 0.05), and between anxiety and stress (rs = 0.836; p < 0.05). It was also determined that depression, anxiety, and stress were significantly associated with some sociodemographic factors such as gender and age group (p < 0.05). It was concluded that the students presented symptoms of depression, anxiety, and stress. Therefore, it is necessary for university authorities to implement strategies for the evaluation and prevention of these symptoms and for the promotion of better mental health in future professionals to promote their personal well-being and quality of life. [ABSTRACT FROM AUTHOR]

Introduction: The opening of schools increases the likelihood of an increase in COVID-19 cases, and to prepare for this, schools must begin to create various checklists, as indicated in the Joint Decree of Four Ministers on Guidelines for Implementing Learning During the COVID-19 Pandemic. Safe school openings are possible provided sufficient planning and mitigation are implemented, such as through the use of acceptable school opening guidelines. Objective: The purpose of this study is to examine the compliance of school health protocols during COVID-19 in West Java, Indonesia, as well as the differences between participants. Methods: A quantitative cross-sectional study was conducted in an elementary school in West Jawa, Indonesia. Using a structured instrument, modified from Panduan Penyelenggaraan Pembelajaran di Masa Pandemi Covid-19 (Guidelines for Implementing Learning During the Covid-19 Pandemic) by the researchers, containing school characteristics, availability of sanitation infrastructure, hygiene and health facilities, canteen availability, and Behavior of maintaining health protocols in schools with 27 questions: 11 availability of sanitation, hygiene, and health facilities, canteen availability, and Behavior of maintaining health protocols in schools The study involved 347 individuals from 29 primary schools. SPSS software and the Kruskal-Wallis non-parametric test were used to examine the study hypotheses. Result: The mean score on sub-variable availability of sanitation infrastructure, cleanliness, and health facilities was high (27.49/5.391). The three sub-variables that were tested were different based on the participant's assessment, only the canteen availability sub-variable had no difference in the mean score between the participants, the value of Sig =.255, which is more than 0.05. Conclusion: The study's findings revealed that the introduction of health protocols in primary schools during face-to-face learning was effective, with a high average total score. Introducción: La apertura de las escuelas aumenta la probabilidad de un aumento de casos de COVID-19, y para prepararse para esto, las escuelas deben comenzar a crear varias listas de verificación, como se indica en el Decreto Conjunto de Cuatro Ministros sobre Directrices para Implementar el Aprendizaje Durante la Pandemia COVID-19. La apertura de escuelas seguras es posible siempre que se implemente suficiente planificación y mitigación, como mediante el uso de pautas de apertura de escuelas aceptables. Objetivo: El propósito de este estudio es examinar el cumplimiento de los protocolos de salud escolar durante el COVID-19 en West Java, Indonesia, así como las diferencias entre los participantes. Métodos: Se realizó un estudio transversal cuantitativo en una escuela primaria en West Java, Indonesia. Utilizando un instrumento estructurado, modificado de las Pautas para implementar el aprendizaje durante la pandemia de Covid-19 por los investigadores, que contiene características de la escuela, disponibilidad de infraestructura de saneamiento, instalaciones de higiene y salud, disponibilidad de comedores y Comportamiento de mantenimiento de protocolos de salud en las escuelas con 27 preguntas: 11 disponibilidad de instalaciones de saneamiento, higiene y salud, disponibilidad de comedores y Comportamiento de mantenimiento de protocolos de salud en las escuelas El estudio involucró a 347 personas de 29 escuelas primarias. Se utilizó el software SPSS y la prueba no paramétrica de Kruskal-Wallis para examinar las hipótesis del estudio. Resultado: La puntuación media en la subvariable disponibilidad de infraestructura de saneamiento, limpieza e instalaciones de salud fue alta (27,49/5,391). Las tres subvariables que se probaron fueron diferentes en función de la evaluación de los participantes, solo la subvariable disponibilidad de comedor no tuvo diferencia en el puntaje promedio entre los participantes, el valor de Sig = .255, que es más de 0.05. Conclusión: Los hallazgos del estudio revelaron que la introducción de protocolos de salud en las escuelas primarias durante el aprendizaje presencial fue efectiva, con un puntaje total promedio alto. [ABSTRACT FROM AUTHOR]

The main purpose of this study was to investigate the performance of the students in the new normal through observational and instructional learning. This study used a quantitative research design to make it possible and achievable. The researchers choose a descriptive – correlational design to correlate the difference between the levels of performance in the observational and instructional learning of the Bachelor of Physical Education students in Sultan Kudarat State University ACCESS CAMPUS. The study used the total population sampling in determining the samples of the study. The researchers have surveyed all the students of Bachelor of Physical Education 2nd year with a total of 33 participants in Sultan Kudarat State University and used a survey questionnaire via Google forms provided by the researchers following the new normal protocol. The results revealed that observational learning was rated very high as most of the respondents strongly agree with the use of observation. The instructional learning was rated high that most of the students rely on both observation and instruction given by the teachers. The students increase the overall performance and have a big effective contribution in acquiring and imparting knowledge and skills to the students despite the new learning. Our analysis showed that there is no significant difference between observational and instructional learning in the level of the performance of the students, therefore, the observational and instructional learning in the new normal has a greater contribution in assessing students’ performance.

Depression, anxiety and stress are multifactorial affective disorders that could manifest through a set of symptoms, both physical and psychological, that affect the quality of life and performance of people who suffer from them. In this sense, the present research had the objective of evaluating depression, anxiety and stress in students of the Faculty of Engineering of a Peruvian public university when returning to face-to-face classes. The research was developed under a quantitative approach and is of a non-experimental design of the descriptive cross-sectional type. The sample consisted of 244 students who responded to the Depression, Anxiety and Stress Scale, an instrument with adequate psychometric properties. According to the results, the students presented low levels of depression and anxiety. However, they showed moderate levels of stress. On the other hand, it was found out that the three variables were directly and significantly related. In the same way, it was found that there were statistically significant differences regarding the levels of depression, anxiety and stress related to gender, age group, family responsibilities and professional career. Finally, it was concluded that there were symptoms of depression, anxiety and stress in students of the Faculty of Engineering of a Peruvian public university when returning to face-to-face classes. [ABSTRACT FROM AUTHOR]

Digital competencies were part of online education and now when returning to the classroom what will happen or what we expect for the future in education. The objective is to analyze and describe the perspectives of the level of digital competence, the non-experimental descriptive quantitative methodology is used with 1987 university students. Resulting that the instrument adapted to the Peruvian version is adequate according to statistics such as Cronbach's Alpha. Concluding that the digital competences improved the academic quality and have a good level. Society is waiting for the next step to know what is presented to us in education. [ABSTRACT FROM AUTHOR]

Copyright of Gaceta Médica de Caracas is the property of Academia Nacional de Medicina and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This paper investigates the effect that Covid19 has had on student demand for six specific educational modalities in the Woodbury School of Business (WSB) at Utah Valley University (UVU), in Orem, Utah, USA. Those six learning modalities are Face-to-Face (F2F), Hybrid, Independent Study, Internship, Live Interactive Video, and Online (ONL). Even though the WSB had been migrating towards more online offerings, the Covid19 disruption that occurred from spring semester 2019 and had mostly ended by Spring semester 2021 forced a massive migration to online. The two-hypothesis evaluated in this paper are whether that change to mostly online will revert to the pre-Covid19 ratios of live and online; and second, that students are choosing online over live for rational reasons, despite their preference for live courses. [ABSTRACT FROM AUTHOR]

Copyright of Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Gaceta Médica de Caracas is the property of Academia Nacional de Medicina and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Gaceta Médica de Caracas is the property of Academia Nacional de Medicina and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Since the Movement Control Order was implemented in early 2020, lectures shifted from faceto-face to online classes. Various initiatives were made to improve the experience of online classes. The use of online tools such as Padlet and Kahoot helped in generating interactive sessions and communication between lecturers and students. Some students adapted well to online classes, and some found it less interesting and difficult to follow. Engineering courses require strong understanding of concepts and mathematical calculations. Since the transition to the endemic phases, universities have gradually begun shifting back from online to face-toface classes. However, online classes has its own advantages, and may be still be conducted in certain cases. Therefore, the aim of this research is to understand students' perception and comparison on the effectiveness of online and face-to-face classes for engineering courses. A survey was conducted among engineering courses from five universities in Malaysia. A total of 255 engineering students participated in the survey. To analyse the data, the methodology used in this paper consists of correlation analysis, the mean correlation coefficient (MCC), multiple regression model and ANOVA. The results show that there are five key factor contributes to the effectiveness and quality in engineering education. In conclusion students satisfied with the effectiveness and quality in engineering education based on five perception questions. The key outcome of this study contributes to the future implementation of online and face-to-face classes for engineering courses in Malaysian universities. [ABSTRACT FROM AUTHOR]

Copyright of Religación: Revista de Ciencias Sociales y Humanidades is the property of Religacion: Revista de Ciencias Sociales y Humanidades and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Tento článek je věnován vybraným aspektům vzdělávání na dálku (online), které by se daly uplatnit i ve výuce prezenční za účelem zkvalitnění a zefektivnění výukového a učebního procesu. Autorky zde seznamují s výsledky dotazníkového šetření, jehož se zúčastnili jak vyučující anglického jazyka Ústavu jazykové přípravy Západočeské univerzity v Plzni, tak také studenti ekonomické fakulty téže univerzity. Dotazníkové šetření proběhlo v letním semestru akademického roku 2020/2021 a účastníci v něm vyjadřovali své názory týkající se vzdělávání na dálku v průběhu posledních dvou semestrů. Autorky posléze shrnuly výsledky dotazníků a na základě jejich analýzy předkládají nabyté poznatky a zkušenosti, které by chtěly využít v kurzech obchodní angličtiny i v budoucnosti.

Feelings and emotions play a prominent role in the motivation and academic performance of students. Considering this importance, this study aimed to compare the achievement emotions of students in two educational environments, traditional face-to-face classes and online classes, grown after the outbreak of the COVID-19 pandemic. To achieve this goal, 92 university students who had the experience of the two modes of education evaluated their emotions in these contexts. The findings indicated that university students had better class-related and learning-related feelings (enjoyment, hope, and pride) in traditional face-to-face education. These students also reported feeling angrier in online classes. Differences in other emotions, such as anxiety, hopelessness, boredom, and shame, were not significant. Test-related emotions of students were rather similar in these two educational contexts. Although traditional face-to-face education produced more positive emotions in students, 29.7% of the students preferred to continue their studies in online mode. Blended education can help students make optimum use of available resources. The findings can be of use to educational policymakers, curriculum planners, teachers, and students. Received: 31 January 2022 Accepted: 19 October 2022

Copyright of Alman Dili ve Edebiyati Dergisi / Studien zur Deutschen Sprache & Literatur is the property of Alman Dili ve Edebiyall Dergisi / Studien Zur Deutschen Sprache & Literatur and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Abstract Background Coronavirus infections are spreading rapidly worldwide, and primary and middle schools are closed in many countries. After the state of emergency was lifted in Japan, schools have reopened, and teachers are conducting face-to-face classes while maintaining safety precautions. This study aimed to assess the factors contributing to infection-related anxiety and educational anxiety among teachers conducting face-to-face classes during the COVID-19 pandemic after schools reopened. Methods This questionnaire-based cross-sectional study was conducted with 263 primary and middle school teachers in the Shinagawa area of Tokyo (October 10–30, 2020). The questionnaire assessed the type of school (primary or middle school), sex, age, and factors contributing to infection-related anxiety and educational anxiety that arose from the pandemic. The levels of anxiety and the factors contributing to anxiety were assessed using a 5-point Likert scale ranging from 1 (not at all) to 5 (very anxious). Results In an analysis of the data of 237 participants excluding the missing data, many teachers reported feeling infection- and education-related anxiety. A majority of the participants were women (n = 152, 64.1%), and the mean age of the participants was 39.8 ± 11.3 years. A stepwise multiple regression analysis identified six factors for infection-related anxiety as significant (R 2 = 0.61, p

The COVID-19 pandemic has enforced higher education institutions to adopt emergency remote teaching (ERT) as the substitution for traditional face-to-face (F2F) classes. A lot of concerns have been raised among education institutions, faculty, and students regarding the effectiveness of this sudden shift to online learning. This study aims to statistically investigate the impacts of such a transition on the academic performance of undergraduate students enrolled in the Financial Engineering course. A novel rank percentage measure is proposed and employed to compare the academic performance of around 500 students who attended the course during the four semesters, including the transitional disrupted semester by the pandemic, two consecutive online semesters, and the traditional face-to-face classroom. Our analysis emphasizes the significance of the differences between specific subgroups of the students. In particular, academically average to good students with cumulative GPAs greater than 2.90 have been negatively impacted by the transition to online learning, whereas the results for students with cumulative GPAs less than 2.90 are not very conclusive. Realizing the effects of such closures on the academic performance of students is considered important, since the results might have some merits for other courses and instructors. The template model can be transferred to other courses, and employed by the university administrators, specifically for developing policies in emergency circumstances that are not limited to pandemics. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Teaching & Educational Research / Revista de Docencia & Investigación Educativa is the property of ECORFAN-Mexico S.C. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Panamerican Journal of Neuropsychology / Cuadernos de Neuropsicología is the property of Cuadernos de Neuropsicologia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Language & Literary Studies / Folia Linguistica & Litteraria is the property of Journal of Language & Literary Studies / Folia Linguistica & Litteraria and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Texto Livre / Texto Livre: Linguagem e Tecnologia is the property of Revista Texto Livre: Linguagem e Tecnologia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The COVID-19 pandemic has made face-to-face classes difficult to be held. In response to this disaster, online classes have been launched to ensure learning opportunities for students in the university. However, it remains unknown how this shift of educational methods affects the learning outcome especially of the dental school. In this study, we evaluated the educational effectiveness of online classes of pharmacology on third- and fourth year of Nihon University School of Dentistry, in comparison to face-to-face classes. The scores on the examination questions (EQs) of online classes were compared to those of face-to-face classes. The EQs of online classes were consisted of both newly made EQs and the same EQs that were on the former examinations. The mean correct answer rate of the online classes was lower than that of the face-to-face classes, while the discrimination index, which reflects the validity of EQs, was higher in the online classes. This suggests a possibility that the difficulty of EQs is different between online and face-to-face classes. In the analysis of the same EQs, there was no significant difference in the correct answer rate and the discrimination index. We also evaluated students’ impression for both classes by questionnaire surveys, and found their high level satisfaction with online classes. These results suggest that online classes produce comparable students’ learning outcomes and satisfaction as well as face-to-face classes. [ABSTRACT FROM AUTHOR]

Background: Coronavirus infections are spreading rapidly worldwide, and primary and middle schools are closed in many countries. After the state of emergency was lifted in Japan, schools have reopened, and teachers are conducting face-to-face classes while maintaining safety precautions. This study aimed to assess the factors contributing to infection-related anxiety and educational anxiety among teachers conducting face-to-face classes during the COVID-19 pandemic after schools reopened.Methods: This questionnaire-based cross-sectional study was conducted with 263 primary and middle school teachers in the Shinagawa area of Tokyo (October 10-30, 2020). The questionnaire assessed the type of school (primary or middle school), sex, age, and factors contributing to infection-related anxiety and educational anxiety that arose from the pandemic. The levels of anxiety and the factors contributing to anxiety were assessed using a 5-point Likert scale ranging from 1 (not at all) to 5 (very anxious).Results: In an analysis of the data of 237 participants excluding the missing data, many teachers reported feeling infection- and education-related anxiety. A majority of the participants were women (n = 152, 64.1%), and the mean age of the participants was 39.8 ± 11.3 years. A stepwise multiple regression analysis identified six factors for infection-related anxiety as significant (R2 = 0.61, p < 0.001). Among these variables, the largest partial regression coefficient value was reported for the following reason: "I feel anxious because we cannot ensure the safety of teachers themselves or of their families" (β = 0.37, p < 0.001). For educational anxiety, four of six reasons were identified as significant (R2 = 0.64, p < 0.001). Among these, "anxiety about the students' home situations" (β = 0.41, p < 0.001) and "delay in education (students' side)" (β = 0.27, p < 0.001) had stronger associations with anxiety compared to the others.Conclusion: In-person education during the COVID-19 pandemic has caused teachers to experience anxiety. This report provides useful information by highlighting the reasons for infection-related anxiety and educational anxiety that teachers experience in face-to-face classes during a pandemic. Even if the coverage of a COVID-19 vaccine becomes widespread worldwide, we will still be combating COVID-19 infections for at least a few years. Given concerns regarding such infections, to ensure students' right to education, it is essential to understand why teachers feel anxious and to determine appropriate measures to decrease such anxiety. [ABSTRACT FROM AUTHOR]

The sudden outbreak of COVID-19 occurred in China at a time when colleges and universities would begin the Spring semester, and the complete lockdown of the entire country made it impossible for campuses to open after the one-month long winter vacation. Under the guidance of the Central Government's Ministry of Education, which is the highest authority of Chinese educational systems and is the supreme policy maker, all schools, including colleges and universities, moved classes online. Since the move was at such a short-notice and in a less prepared manner, the effectiveness of it remained a concern for administrators, teachers and students as a whole. This paper, using the quantitative and qualitative data provided by a Chinese university survey, aims to analyze the factors commonly used in academic researches to measure the effectiveness of its online classes under such an emergency circumstance, with perceptions of both students and teachers. The paper discusses the issues through its findings, by comparison of teaching vs. learning effectiveness, online vs. face-to-face classrooms. It further explores the solutions to improve online teaching and learning environment, and suggests that after the pandemic is over the online classes shall not be a new normal in Chinese higher education. [ABSTRACT FROM AUTHOR]

The COVID-19 pandemic has enforced higher education institutions to adopt emergency remote teaching (ERT) as the substitution for traditional face-to-face (F2F) classes. A lot of concerns have been raised among education institutions, faculty, and students regarding the effectiveness of this sudden shift to online learning. This study aims to statistically investigate the impacts of such a transition on the academic performance of undergraduate students enrolled in the Financial Engineering course. A novel rank percentage measure is proposed and employed to compare the academic performance of around 500 students who attended the course during the four semesters, including the transitional disrupted semester by the pandemic, two consecutive online semesters, and the traditional face-to-face classroom. Our analysis emphasizes the significance of the differences between specific subgroups of the students. In particular, academically average to good students with cumulative GPAs greater than 2.90 have been negatively impacted by the transition to online learning, whereas the results for students with cumulative GPAs less than 2.90 are not very conclusive. Realizing the effects of such closures on the academic performance of students is considered important, since the results might have some merits for other courses and instructors. The template model can be transferred to other courses, and employed by the university administrators, specifically for developing policies in emergency circumstances that are not limited to pandemics.