Transition of E-Learning during the COVID- 19 Pandemic: Academic

Stresses, Motivation and Attitudes among University Students.

Introduction

1.1 COVID -19

COVID -19 is a disease caused by the novel Coronavirus first identified in Wuhun
(Hubei provinces), China. It has been named Coronavirus disease 2019 (COVID-
19) ‘CO’ stands for Corona, ‘VI’ for Virus and ‘D’ for Disease. The World Health
Organizations (WHO) named the virus as 2019 as novel Coronavirus and present
preference for the virus as Severe Acute Respiratory Syndrome Coronavirus 2
(SARS-CoV-2). The outbreak began from a wholesale market of Wuhun where
worker slaughtered animals like dog, pig, rat, cat, snakes etc [Chen & Hong
(2020)]. Although novel Coronavirus was first traced in Wuhun, China the number
of affected people is gradually enhanced within a month and spreading in Italy,
USA, France, Japan, Spain and around 200 countries in worldwide. COVID -19 a
novel Coronavirus was declared as ‘Pandemic’ on March 11th 2020 by World
Health Organizations (WHO). The virus is transmitting by close contact that is
defined as 3 feet by WHO and 6 feet by Center for Disease Prevention and Control
(CDC) and by small droplets produces during sneezing, coughing even talking.
WHO recommended some preventive measure which includes washing hands
through water and soap often for at-least 20 seconds, avoiding touching the eyes,
mouths, nose with unwashed hands, practicing good respiratory hygiene, staying at
home, avoiding crowed place, maintaining social distance, covering ones mouth
when coughing and sneezing, self-isolated himself if someone suspected that might
be affected. During the current global public health emergency, clinician’s likely
struggle to meet the psychological, spiritual, social, and emotional needs of
patients and family caregivers. According to UNESCO, nationwide or local basis
about 200 countries closed schools, college, universities which affect more than
90% of the world’s students (https://en.unesco.org).

COVID-19 is magnifying a collective fear and anxiety about impending

destruction, as mortality rates rise steadily and people learn more about healthcare
system capacity constraints, the possibilities of resource rationing and blanket do
not resuscitate orders, and low survival rates linked to advanced stages of COVID-
19.

On March 8, 2020, a Coronavirus was confirmed in Bangladesh by the Institute of

Epidemiology, Disease Control and Research (IECDR). To stop spread out of this
virus, there are lots of actions taken by the Government like regional and national
quarantine throughout the country, travel restriction, cancellation and
postponements of events, boarder closure, screening at airports, train stations etc.
To prevent the outbreak of Coronavirus, the Government of Bangladesh also
declared 10 days lockdown on March 22, which is effective from March 26 to 4
April [Dhaka Tribune(2020)], later the lockdown was increased on 15 June, 2020.
On 5th January, 2021 about 5,13,510 coronavirus people have been identified in
Bangladesh(bdnews24.com), where almost 4,57,459 people have recovered and
7,559 death have been identified.

WHO and partners work together on the response tracking the pandemic, advising
on critical interventions, distributing vital medical supplies to those in need they
are racing to develop and deploy safe and effective vaccines. Vaccines save
millions of lives each year. Vaccines work by training and preparing the body’s
natural defenses the immune system to recognize and fight off the viruses and
bacteria they target. If the body is exposed to those disease-causing germs later, the
body is immediately ready to destroy them, preventing illness. There are currently
more than 50 COVID-19 vaccine candidates in trials. WHO is working in
collaboration with scientists, business, and global health organizations through the
ACT Accelerator to speed up the pandemic response. When a safe and effective
vaccine is found, COVAX (led by WHO, GAVI and CEPI) will facilitate the
equitable access and distribution of these vaccines to protect people in all
countries. 
Effect of Coronavirus outbreak

The spread of the COVID-19 pandemic, the partial lockdown, the disease intensity,
weak governance in the healthcare system, insufficient medical facilities,
unawareness, and the sharing of misinformation in the mass media has led to
people experiencing fear and anxiety. Any major epidemic outbreak has negative
effects on individuals and society, and people's fear due to COVID-19 is rational in
the sense that the fatality rate of the virus is around 1% and it can kill healthy
adults along with the elderly or those with existing health problems. Public health
instructions should be established based on scientific evidence to reduce the
anxiety and distress caused by misinformation and rumors. Epidemiological
outcomes need to be informed on in time so that they can be accurately evaluated
and explained. Societies where under served communities exist strongly fear
government information and politics. The psycho-social risk (mental health
impacts) for children in this situation are apparent, as they are out of touch with
schools, classmates, and playmates, and deprived of physical activities and social
activities; these issues need to be addressed. Moreover, the isolation and quarantine
of parent/s can mentally traumatize them and result in negligence, mistreatment,
and abuse in the absence of parents/caregivers. As the pandemic continues, each
new day brings in new conversations on social media and alarming developments
of misinformation and propaganda, resulting in unnecessary psychological trauma
and anxiety. Moreover, religious tension, personal tension, job insecurity, financial
loss, and social insecurity could leave some people feeling particularly vulnerable
and mentally unstable.

The World Bank reports that about 11 million people will be forced into poverty
by the crisis (WEF 2020b). According to UNDP (2020b), revenue losses in
developing countries are estimated to reach $220 billion. The losses would be
consequences of the education, human rights, and, in the most extreme cases,
fundamental food security and nutrition, with an estimated 55% of the global
population not having access to social protection. Wider socioeconomic effects
will likely continue for several months to years across the world which will also
significantly impact the economy of Bangladesh. Global food security will be
hampered as one-third of the world’s population is in lockdown (Galanakis 2020).
Both the import of important goods and exports related to the readymade garment
sector and others likely will be affected for income and employment.

Financial protection during outbreak matters. At the initial stage of the COVID-19
epidemic, out-of-pocket expenditure posed a substantial financial burden for the
poor populations with severe symptoms, even for those under coverage by the
social health insurance scheme (Wang and Tang 2020). People marginally above
the poverty level particularly low-income families, daily and informal low wedge
earners, ethnic community groups, people with disabilities, and returnee migrant
workers are already started falling below the poverty line due to loss of income and
employment. BRAC an international Bangladeshi NGO survey report confirmed to
increase a 60% rise in poverty a midst the COVID-19 pandemic (BRAC 2020).
The intake of foods, vegetables, and herbs can boost the immune system against
the infection disease, while it can stimulate the transmission through the food chain
(Galanakis 2020). Again, the lack of food will rise to malnutrition, hunger, and
famine. Approximately 265, million people worldwide will be suffering from acute
hunger projected by the UN World Food Program (WEF 2020c).

Ready-made garment (RMG) sector is going to suffer a serious shortfall as until

24 March 2020, orders of RMG products from 738 garment factories worth US$
2.4 billion was canceled. This is the sector where almost 4 million low-income
people—of whom over 85% are women—work and another similar number of
people indirectly depend on the downstream and upstream services required by the
RMG value chain (Dhaka Tribune 2020a).
Due to lockdown, the agricultural products in the urban areas are selling at a high
price, while the farmers are not getting the fair price of the product in agricultural
districts. It was due to the proper decisions and policy of the GoB that Aman paddy
was timely harvested ensuring the safety of migrant workers. Otherwise, it would
have likely imposed bigger social and economic implications such as heavy rainfall
triggering natural flash flooding. Moreover, due to the lockdown transport of
animal, poultry and fish feed are hampered. Likewise, due to the closure of local
restaurants and hotels, the market demand for eggs and chicken had lowered. All
this will likely impose further impacts on food production and crop supply chains.
Receiving education has stopped for most of the students in Bangladesh. The
government of Bangladesh postponed all academic and public exams until the
indefinite period, considering the growing public concern. Distance learning
education of the national curriculum through air transmission in the national TV
had started though. While urban children can attend virtual classes through the
internet, rural and marginalized children are deprived due to limited resources.

Covid-19 and Online learning

When COVID-19 virus disease spreading across the globe, many countries have
ordered closure of all educational institutes. In the beginning of February 2020,
schools only in China and a few other affected countries were closed due to the
proliferating contamination. However, by mid-March, nearly 75 countries have
implemented or announced closure of educational institutions. As on 10th March,
school and university closures globally due to the COVID-19 has left one in five
students out of school. According to UNESCO, by the end of April 2020, 186
countries have implemented nationwide closures, affecting about 73.8% of the
total enrolled learners (UNESCO, 2020). Even though the lockdown and social
distancing are the only ways to slowdown the spread of the COVID-19 by breaking
the chain of transmission, closure of educational institutions has affected large
number of students. For these reason online learning has been started.

Why Online Learning started

The COVID-19 pandemic has changed education sector for forever. The COVID-
19 has resulted in schools shut all across the world. Globally, over 1.2 billion
children are out of the classroom. As a result, education has changed dramatically,
with the distinctive rise of e-learning, whereby teaching is undertaken remotely
and on digital platforms. Online education is a form of education where students
use their home computers through the internet staying away academic institutions.
In recent time online teaching learning has become a well-known word in the field
of education as finding no other alternatives to providing education to the students
in the class. Due to the emergence of the pandemic of COVID-19, the whole world
is experiencing huge death toll along with widespread panic and uncertainty.
Countries of the world are trying to shun the gap and minimize the losses of
students caused by the ongoing pandemic. However, the outcomes of online
education are not always a blessing to the learners’ community as revealing a
number of pitfalls to the context of online teaching and learning resulting in wide
spread concerns over the controversial issue of teaching learning – online
education during COVID-19. Like other countries educational institutions in
Bangladesh have been shut down where social distancing matters. To ensure
uninterrupted education among the students, the Ministry of Education (MoE) has
encouraged the teachers to conduct online classes and apart from this, for the free
flow of education the concerned authority has started telecasting distant learning
programs for the students of schools and colleges. Online education has been
mainly focused at higher level of education in the country. In Bangladesh there are
46 public and 105 private universities offering higher education for the students.
Besides almost 1500 colleges affiliated to national university of Bangladesh are
offering a wide range of courses and programs in higher education. In these
unprecedented days online teaching learning is the only way of solving academic
crisis happening across the globe due to the pandemic of coronavirus.

The challenges of online learning

With a lot of advantage online learning has also some disadvantage.Some students
without reliable internet access and technology struggle to participate in digital
learning, this gap is seen across countries and between income brackets within
countries. There is a significant gap between privileged and disadvantaged
backgrounds students.The students who does not have smart phone, laptop,
computer or another device they are totally deprived of online education. Although
Bangladesh Government had taken a lot of initiative to engage the students in
online class.

1.2 E- Learning
Online learning can be described as a form of distance education mediated by
technological tools where learners are geographically separated from the instructor
and the main institution.

some definitions of e-learning

According to Prucha (2003), “E-Learning identifies various types of computer-

aided learning, usually using modern technological means; CD-ROM. E-learning is
expanding especially in the sphere of distance education and corporate training”.

According to Wagner (2005), “E-learning can be understood as an educational

process, using information and communication technologies to create training, to
distribute learning content, communication between students and teachers and for
management of studies”.

According to Wagner (2005), “E-learning can be understood as an educational

process, using information and communication technologies to create training, to
distribute learning content, communication between students and teachers and for
management of studies”.

According to A. W. Bates (2005), “The terms ‘online learning’ and ‘e-learning’

are used interchangeably, but makes the distinction that e-learning can encompass
any form of technology while online learning refers specifically to using the
internet and the web”.

According to Bates (2005, p. 9), “The term ‘fully online’ is used to distinguish
distance courses where students must have access to an internet capable device to
undertake the course”.

The COVID-19 has resulted in schools shut down all across the world. Globally,
over 1.2 billion children are out of the classroom. As a result, education has
changed dramatically, with the distinctive rise of E-learning, whereby teaching is
undertaken remotely and on digital platforms. A learning system based on
formalized teaching but with the help of electronic resources is known as E-
learning. While teaching can be based in or out of the classrooms, the use of smart
phone, computers and the Internet forms the major component of E-learning. E-
learning can also be termed as a network enabled transfer of skills and knowledge,
and the delivery of education is made to a large number of recipients at the same or
different times. Earlier, it was not accepted wholeheartedly as it was assumed that
this system lacked the human element required in learning. The introduction of
computers was the basis of this revolution and with the passage of time, as we get
hooked to smart phones, tablets, laptop these devices now have an importance
place in the classrooms for learning. Books are gradually getting replaced by
electronic educational materials like optical discs or pen drives.

Today, there are a plethora of terms to describe the application of digital

technologies in learning including distance, online, open, flexible, blended, flipped,
mixed and MOOCs (Massive Open Online Courses). To help make sense of these
terminologies, Bullen and Janes (2007) have conceptualized a continuum of
technology use ranging from face-to-face to fully distance environments. E-
learning is a common term used to describe anything on this continuum that
incorporates digital technologies in the learning process (Nichols, 2008).

E-learning challenges the traditional ways of training and learning, and provides
new solutions for problems. For instance, the role of teachers is probably changing
from importers of knowledge to expeditors of knowledge (Haverila & Barkhi,
2009). And it can be a very good learning practice that can exceed the education
you may experience in a crowded classroom. It's self-paced, active learning
(Obringer, 2002). And also, E-learning contains different types of educational tools
in learning and educating. E-learning has the same meaning with “technology-
enhanced learning (TEL), computer-based instruction (CBI), computer-based
training (CBT), computer-assisted instruction or computer-aided instruction (CAI),
internet-based training (IBT), web-based training (WBT), online education, virtual
education, virtual learning environments (VLE) (which are also called learning
platforms), e-learning, and digital educational collaboration” (E-learning, 2013). E-
learning can refer to different learning settings, in this paper we use e-learning to
allude to almost any learning environment in which electronic media, like
computers, are utilized as a piece of an educational delivery system.

1.2.1 The Types of e-learning

There are two types of e-learning.

Synchronous E-learning
Synchronous e-learning is real-time learning. In synchronous learning, the
learners and the teacher are online and interact at the same time from different
locations. They deliver and receive the learning resources via computer, mobile,
video conference, Internet or chat. In this type of learning the participants can
share their ideas during the session and interact with each other and they get
detailed queries and solutions. Synchronous e-learning is gaining popularity
because of improved technology and Internet bandwidth capabilities.

Learning from the sources of:

 Virtual Classroom
 Audio and Video Conferencing
 Chat
 Webinars
 Application Sharing
 Messaging instantly.

Asynchronous E-learning

Asynchronous e-learning is pause-and-resume kind of learning. In this type of

eLearning the learner and the teacher cannot be online at same time.
Asynchronous e-learning may use technologies such as email, blogs, discussion
forums, eBook’s CDs, DVDs, etc. Learners may learn at any time, download
documents, and chat with teachers & also with co-learners. In fact, many learners
prefer asynchronous instead of synchronous learning because learners can take
online courses to learn at their preferable time by not effecting their daily
commitments.

Learning from the sources of:

 Self-paced online courses
 Discussion forums & groups
 Message board
Here are the most prevalent types of e-learning options available for students:
  Lesson-based learning
 One-on-one learning
 Group learning
 Course-based learning
 Video-based learning
 Article-based learning
 Self-paced learning
 App-based learning
 Game and activity-based learning
 "Lesson a day" learning

1.2.2 Advantages of e-learning

 Able to link the various resources in several varying formats.

 It is a very efficient way of delivering courses online.
 Due to its convenience and flexibility, the resources are available from
anywhere and at any time.
 Everyone, who are part time students or are working full time, can take
advantage of web-based learning.
 Web-based learning promotes active and independent learning.
 It is a very convenient and flexible option.
 Through discussion boards and chats, students able to interact with everyone
online and also clear doubts.
 The video instructions that are provided for audio and video learning can be
rewound and seen and heard again and again if students do not happen to
understand the topic first time around.

1.2.3 Disadvantages of e-learning

There are not many disadvantages of e-learning, the main one being that you get
knowledge only on a theoretical basis and when it comes to putting to use
whatever you have learnt, it may be a little different. The face-to-face learning
experience is missing, which may matter to some of you.
  Most of the online assessments are limited to questions that are only
objectives in nature.
 There is also the problem of the extent of security of online learning
programs.
 The authenticity of a particular student's work is also a problem as online
just about anyone can do a project rather than the actual student itself.
 The assessments that are computer marked generally have a tendency of
being only knowledge-based and not necessarily practicality-based.

1.3 Academic Stress

According to Mental Health Foundation, “Stress can be defined as the degree to

which one feel overwhelmed or unable to cope as a result of pressures that are
unmanageable”.

According to Wikipedia, “Stress is the body's reaction to any change that requires
an adjustment or response. The body reacts to these changes with physical, mental,
and emotional responses. Stress is a normal part of life. One can
experience Stress from their environment, body, and thoughts”.

According to  William C. Shiel Jr., MD, FACP, FAC, “In a medical or biological
context stress is a physical, mental, or emotional factor that causes bodily or
mental tension. Stresses can be external (from the environment, psychological, or
social situations) or internal (illness, or from a medical procedure)”.

Stress is defined as the body’s non-specific response to demands made upon it or

to disturbing events in the environment. It is not just a stimulus or a response but
rather, it is a process by which individuals perceive and cope with environmental
threats and challenges.

Education is a very important part of an individual’s life and is also a turning point
in their academic life. At this stage, the academic performance of a student plays a
crucial role in deciding the next stage of their education, which in turn shapes their
career. An excess of academic stress during this stage can result in adverse effects
that are far-reaching and prolonged. Academic stress is defined as the body’s
response to academic-related demands that exceed adaptive capabilities of
students. It is estimated that 10–30% of students experience some degree of
academic stress during their academic career. Indeed, academic stress among
students enrolled in highly academic standards universities has a major impact.
According to the American College Health Association 2006 survey of college
students, the one greatest health obstacle to college student’s academic
performance was academic stress. Of the 97,357 college students who participated
in the survey, 32% reported that academic stress had resulted in an incomplete,
dropped course or a lower grade. Most commonly reported stressors in the
academic environment are related to oral presentations, academic overload, lack of
time to meet commitments and taking examinations.

In today’s highly competitive world, students face various academic problems

including exam stress, disinterest in attending classes and the inability to
understand a subject. Academic stress involves mental distress regarding
anticipated academic challenges or failure or even the fear of the possibility of
academic failure. Academic stressors show themselves in many aspects of the
student’s environment at university, home, in their peer relations and even in their
neighborhood.

Excessive levels of academic stress can result in an increased prevalence of

psychological and physical problems like depression, anxiety, nervousness and
stress-related disorders, which in turn can affect their academic results. Anxiety as
a disorder is seen in about 8% of adolescents and children worldwide. Anxiety and
stress have a substantial negative effect on their social, emotional and academic
success. Depression is becoming the most common mental health problem students
suffer these days. It is also a reflection of an individual’s academic frustration,
academic conflict, academic anxiety and academic pressure. The four components
of academic stress usually identifiable in a student are academic frustration,
academic conflicts, academic anxieties and academic pressures.

According to most students, their greatest academic stressors include tests, grades,
homework, academic and achievement expectations and parental pressure. School-
related stresses include inadequate instructional methods, teacher-student
relationships, heavy academic workload, poor physical classroom environments,
inability to balance one’s leisure time with school, and disorganization surrounding
academic assignments and schedules. Additional sources consist of a struggle to
meet academic standards, worries about time management and concerns over
grades and scores. Students are thus, seen to be affected by the negative causes of
academic stress.
 The mental health of students, especially in terms of academic stress and its
impact has become a serious issue among university and policymakers because of
the increasing incidence of suicides among students across the globe. Parental
pressure for better academic performance is found to be mostly responsible for
academic stress. Due to the constant pushing of the student by the parents in order
to perform better in both academics and extra-curricular activities, some children
develop deep-rooted nervous disorders during their childhood.

Academic and exam stress is correlated with parental pressure and psychiatric
problems. It is important to remember that the mental constitution or coping
capacities vary from one student to another. Therefore, students with poor coping
capacities become more prone to anxiety, depression and fear of academic failure
and this shows us that one should not compare one student with another.

1.3.1 Types of Stress

According to American Psychological Association (APA), there are 3 different

types of stress.

 Acute stress
 Episodic acute stress
 Chronic stress.

Acute Stress
Acute stress is usually brief. It is the most common and frequent presentation.
Acute stress is most often caused by reactive thinking. Negative thoughts
predominate about situations or events that have recently occurred or upcoming
situations, events, or demands in the near future.
Episodic Acute Stress  
People who frequently experience acute stress, or who lives present with frequent
triggers of stress, have episodic acute stress.
The individuals who frequently suffer acute stress often live a life of chaos and
crisis. They are always in a rush or feel pressured. They take on many
responsibilities, and usually can’t stay organized with so many times demand.
These individuals are perpetually in the grips of acute stress overload.
Episodic Effects of Acute Stress
The most common signs + symptoms are similar to acute stress, but due to the
extended frequent over arousal or extended hyper arousal there is ongoing damage
and suffering.

 Emotional distress -anger or irritability, anxiety and depression, short-

tempered, impatient, tensed.
 Cognitive distress: compromised attention/concentration compromised
processing speed, compromised new learning and new learning memory
consolidation and retrieval, and mental fatigue.
 Interpersonal relationships deteriorate; the workplace becomes a very
stressful place for them.
 Muscular distress—tension, headache, back pain, jaw pain, pulled
muscles, tendons, and ligament problems.
 Stomach, gut, bowel problems, heartburn, acid stomach, flatulence,
diarrhea, constipation, irritable bowel syndrome (IBS).
 High blood pressure, rapid heartbeat, sweaty palms, heart palpitations,
dizziness, migraine headaches, cold hands or feet, shortness of breath,
insomnia, chest pain, and heart disease.
 Immune System Compromise: frequent colds/flu, allergies, asthma, and
other immune system compromise illnesses.

Chronic Stress
Chronic stress is the most harmful type of stress. If chronic stress is left untreated
over a long period of time, it can significantly and often irreversibly damage
people’s physical health and deteriorate mental health.
For example, long term poverty, repeated abuse in any form, unemployment,
dysfunctional family, poor work environment, substance abuse, or an unhappy
marriage can cause significant chronic stress. Chronic stress can also set in when
an individual feels hopeless, does not see an escape from the cause of stress, and
gives up on seeking solutions. Chronic stress can be caused by an aversive
experience in childhood or traumatic experiences later in life.

Online learning and stress

After started a new learning strategy students face a lot of difficulties. weakness of
online teaching infrastructure, inexperience of teachers regarding new
technologies, information gap, and complex home environment, social and family
atmosphere, emotional and psychological problem are the main source of stress
during online class. Many students do not find a suitable space in their homes for
effective learning and do not have access to sufficient hardware or internet which
constrains their home learning also produces stress. All these challenges faced by
the students in online education during COVID-19 have a strong ability to induce
mental health issues among the students. One commonly experienced mental
health issue by university students is the academic stress, which is mostly due to
the students’ apprehension of loss of grades and fear of failure. Fear of lower
performance and delay in completion of studies are also the reasons to induce
stress among students during COVID-19.

Factors of Stress

Stress factors broadly fall into four types or categories:

 physical stress
 psychological stress
 psycho social stress
 psychospiritual stress.
Physical stress
Trauma (injury, infection, surgery), intense physical labor/over-exertion,
environmental pollution (pesticides, herbicides, toxins, heavy metals, inadequate
light, radiation, noise, electromagnetic fields), illness (viral, bacterial, or fungal
agents), fatigue, inadequate oxygen supply, hypoglycemia I(low blood sugar),
hormonal and/or biochemical imbalances, dietary stress (nutritional deficiencies,
food allergies and sensitivities, unhealthy eating habits), dehydration, substance
abuse, dental challenges, and musculoskeletal misalignments/imbalances.

Psychological stress 
Emotional stress (resentments, fears, frustration, sadness, anger,
grief/bereavement), cognitive stress (information overload, accelerated sense of
time, worry, guilt, shame, jealousy, resistance, attachments, self-criticism, self-
loathing, unworkable perfectionism, anxiety, panic attacks, not feeling like
yourself, not feeling like things are real, and a sense of being out of control/not
being in control), and perceptual stress (beliefs, roles, stories, attitudes, world
view).

Psychosocial stress
Relationship/marriage difficulties (partner, siblings, children, family, employer,
co-workers, employer), lack of social support, lack of resources for adequate
survival, loss of employment/investments/savings, loss of loved ones, bankruptcy,
home foreclosure, and isolation.

Psycho-spiritual stress

A crisis of values, meaning, and purpose; joyless striving (instead of productive,

satisfying, meaningful and fulfilling work; and a misalignment within one’s core
spiritual beliefs)

1.4 Motivation

According to E R Hillgard(1962), “By a motive we mean something that incites

the organism to action once the organism has been aroused”. Psychology; 1962.

According to Crider and Others(1983), “Motivation can be difined as the desires,

needs, interests that arouse or active an organism and direct it toward a specific
goal”. Psychology, Scott. Foresman and Company; 1983; P- 118.

According to Jon C. Rach(1984), “Formally, motivation refers to the reason why

any behavior occurs, or specifically, to the forces or processes that initiate the
behavior, direct it and contribute to its strength”. Psychology ; Wadworth
Publishing Company; 1984 ; P. 108
 According to Jon H Vugle(1986), “Motivation refers to the processes that initiate,
sustain and direct our behavior”. Psychology ; Nelson- Hall; 1986; P.266.

According to Robert A Baron(2004), “Motivation is an internal processes that

active, guide and maintain behavior over time”. Robert A Baron, Psychology,
2004’ P-372

According to Robert S Feldman (2004), “Motivation concerns the factors that

direct and energize the behavior of humans and other organism”. Understanding
Psychology, Six edition, 2004, P-288.

According to Brophy (2010, p. 3), “motivation as a theoretical construct to explain

the initiation, direction, intensity, persistence, and quality of behavior, especially
goal-directed behavior”.

According to Schunk et. al., (2014), “motivation refers to individuals cognitive

and affective processes such as thoughts, beliefs, goals and emotions and
emphasized the situated, interactive relationship between the learner and the
learning environment that is facilitated or constrained by various social and
contextual factors”.

Motivation is the process that initiates, guides, and maintains goal-oriented

behaviors. It is what causes you to act, whether it is getting a glass of water to
reduce thirst or reading a book to gain knowledge. Motivation involves the
biological, emotional, social, and cognitive forces that activate behavior. In
everyday usage, the term "motivation" is frequently used to describe why a person
does something. It is the driving force behind human actions. Motivation doesn't
just refer to the factors that activate behaviors; it also involves the factors that
direct and maintain these goal-directed actions (though such motives are rarely
directly observable). As a result, we often have to infer the reasons why people do
the things that they do based on observable behaviors.

1.4.1 Types of Motivation

Different types of motivation are frequently described as being either extrinsic or

intrinsic.

Intrinsic – extrinsic motivation:

 Intrinsic – extrinsic motivation is another motivational construct that has been
used to investigate learner motivation in online environments. “Intrinsic motivation
is defined as the doing of an activity for its inherent satisfactions rather than for
some separable consequence” (Ryan & Deci, 2000a, p. 56). Intrinsic motivation
often results from the challenge, interest or fun an individual derives from an
activity. In contrast, “extrinsic motivation is a construct that pertains whenever an
activity is done in order to attain some separable outcome” (Ryan & Deci, 2000a,
p. 60). In other words, intrinsic motivation is associated with undertaking an
activity for the enjoyment or interest inherent in it. Extrinsic motivation is
associated with a source outside the activity itself, such as undertaking a course of
study to improve future career prospects. Research suggests that individuals who
are intrinsically motivated are more likely to undertake challenging activities; be
actively engaged and enjoy learning; adopt a deep approach to learning; and
exhibit enhanced performance, persistence, and creativity (Amabile, 1985; Brophy,
2010; Ryan & Deci, 2000b).

Several studies have explored students’ reasons for engagement in online

environments from an intrinsic – extrinsic motivation perspective (e.g., Rentroia-
Bonito, Jorge, & Ghaoui, 2006; Shroff & Vogel, 2009; Xie, et al., 2006). Huang
and Liaw (2007) found that learners’ perceptions of autonomy were predictive of
both intrinsic and extrinsic motivation. A study by Martens et al. (2004) examined
the intrinsic motivation of psychology and technology undergraduates undertaking
authentic computer tasks. They found that high levels of intrinsic motivation were
not necessarily indicative of higher levels of achievement. Instead, intrinsic
motivation was associated with greater exploration of the learning environment.
Results of research by Rienties, Tempelaar, Van den Bossche, Gijselaers and
Segers (2009) revealed that difference in learner motivation influenced the type of
discourse contributions with intrinsically motivated learners being central and
prominent contributors. While this body of research adds to our understanding of
motivation, it is important to note that there has been the tendency to focus
predominantly on intrinsic motivation (Martens, et al., 2004; Rovai, Ponton,
Wighting, & Baker, 2007; Shroff & Vogel, 2009). In doing so, current views that
individuals can be simultaneously intrinsically and extrinsically motivated to a
greater or lesser degree over time in any given context, are neglected (Paris &
Turner, 1994).
1.4.2 Uses of Motivation

There are many different uses for motivation. It serves as a guiding force for all
human behavior, but understanding how it works and the factors that may impact it
can be important in a number of ways.

Understanding motivation can:

 Help improve the efficiency of people as they work toward goals

 Help people take action
 Encourage people to engage in health-oriented behaviors
 Help people avoid unhealthy or maladaptive behaviors such as risk-taking
and addiction
 Help people feel more in control of their lives
 Improve overall well-being and happiness.

1.4.3 Motivation and online Learning

Paris and Turner (1994) describe motivation as the ‘engine’ of learning.

Motivation can influence what we learn, how we learn and when we choose to
learn (Schunk & Usher, 2012). Research shows that motivated learners are more
likely to undertake challenging activities, be actively engaged, enjoy and adopt a
deep approach to learning and exhibit enhanced performance, persistence and
creativity (Ryan & Deci, 2000b). Given the important reciprocal relationship
between motivation and learning (Brophy, 2010), it is not surprising that
motivation has been actively researched across a wide range of traditional
educational settings (Schunk, Meece, & Pintrich, 2014). Despite this, studies that
explore motivation to learn in online contexts are limited in both number and
scope, as others have noted (Bekele, 2010).

Of the research that is available, there has been a tendency to adopt a limited view
of motivation that does not acknowledge the complexity and dynamic interplay of
factors underlying and influencing motivation to learn (Brophy, 2010). Instead,
designing motivating learning environments has received attention (Keller, 2010).
Alternatively, motivation has been viewed a relatively stable personal
characteristic and studies have focused on identifying lists of traits of successful
learners (Yukselturk & Bulut, 2007). Comparative studies between online and on-
campus students are common using this approach (Wighting, Liu, & Rovai, 2008)
and findings indicate that online students are more intrinsically motivated than
their on-campus counterparts.

However, higher dropout rates associated with online courses compared to similar
face-to-face ones (Park & Choi, 2009) lend support to the view that motivation is
more complex than the above studies suggest. Feelings of isolation (Paulus &
Scherff, 2008), frustrations with the technology (Hara & Kling, 2003) and time
constraints due to other responsibilities (Keller, 1999) have all been identified as
factors influencing students’ decisions to withdraw from online courses. However,
poor motivation has also been identified as a decisive factor in contributing to the
high dropout rates (Artino, 2008; Keller, 2008). Therefore, student motivation is
considered a crucial factor for success in online learning environments (Artino,
2008; Keller, 2008) and is a primary reason for the current study. Collectively,
these factors point to the need to reconsider motivation to learn in technology-rich
environments. But before turning our attention to motivation it is important to start
by defining what is meant by online learning.

The characteristics of independence, self-direction and intrinsic motivation have

long been associated with distance learners (Moore, 1989). Intrinsic motivation
has also been identified as an important characteristic of online learners (Shroff,
Vogel, Coombes, & Lee, 2007). Findings from comparative studies between
online and on-campus students (Huett, Kalinowski, Moller, & Huett, 2008; Shroff
& Vogel, 2009; Wighting, et al., 2008) also suggest that online learner are more
intrinsically motivated compared with their on-campus counterparts at both
undergraduate and postgraduate level.

Studies of online learning have shown that higher engagement occurs when
learners are personally interested in the topic (Schallert & Reed, 2003) and have a
pre-existing individual interest in computers (Sansone, Fraughton, Zachary,
Butner, & Heiner, 2011). Additionally, personal interest is enhanced in autonomy-
supportive online environments (Moos & Marroquin, 2010); a learner’s level of
topic interest has been linked to mathematics learning (Renninger, Cai, Lewis,
Adams, & Ernst, 2011) and reading comprehension (Akbulut, 2008) in online
environments; and situational interest has been shown to increase with the
inclusion of conceptual scaffolding (Moos & Azevedo, 2008).
1.5 Attitude

Attitude is the manner, disposition, feeling, and position about a person or thing,
tendency, or orientation, especially in mind.
According to Gordon Allport, “An attitude is a mental and neural state of
readiness, organized through experience, exerting a directive or dynamic influence
upon the individual’s response to all objects and situations with which it is
related.”
According to Frank Freeman, “An attitude is a dispositional readiness to respond
to certain institutions, persons or objects in a consistent manner which has been
learned and has become one’s typical mode of response.”
According to Thurstone, “An attitude denotes the total of man’s inclinations and
feelings, prejudice or bias, preconceived notions, ideas, fears, threats, and other
any specific topic.”
According to Anastasi “An attitude as a tendency to react favorably or
unfavorably towards a designated class of stimuli, such as a national or racial
group, a custom or an institution.”
According to N. L. Munn, “Attitudes are learned predispositions towards aspects
of our environment. They may be positively or negatively directed towards certain
people, service, or institution.”

1.5.1 Characteristics of Attitude

1. Attitudes are the complex combination of things we call personality, beliefs,

values, behaviors, and motivations.
2. It can fall anywhere along a continuum from very favorable to very
unfavorable.
3. All people, irrespective of their status or intelligence, hold attitudes.
4. An attitude exists in every person’s mind. It helps to define our identity,
guide our actions, and influence how we judge people.
5. Although the feeling and belief components of attitude are internal to a
person, we can view a person’s attitude from their resulting behavior.
6. Attitude helps us define how we see situations and define how we behave
toward the situation or object.
 7. It provides us with internal cognitions or beliefs and thoughts about people
and objects.
8. It can also be explicit and implicit.
9. Attitudes cause us to behave in a particular way toward an object or person.
10.An attitude is a summary of a person’s experience; thus, an attitude is
grounded in direct experience predicts future behavior more accurately.

1.5.2 Component of Attitude

There are three components of attitude.

Cognitive Component: The cognitive component of attitudes refers to the beliefs,
thoughts, and attributes that we would associate with an object. It is the opinion or
belief segment of an attitude. It refers to that part of attitude which is related in
general knowledge of a person. Typically, these come to light in generalities or
stereotypes, such as ‘all babies are cute’, ‘smoking is harmful to health’ etc.
Affective Component: Affective component is the emotional or feeling segment
of an attitude. It is related to the statement which affects another person. It deals
with feelings or emotions that are brought to the surface about something, such as
fear or hate. Using the above example, someone might have the attitude that they
love all babies because they are cute or that they hate smoking because it is
harmful to health.

Behavioral Component: Behavior component of an attitude consists of a person’s

tendencies to behave in a particular way toward an object. It refers to that part of
attitude which reflects the intention of a person in the short-run or long run. Using
the above example, the behavioral attitude maybe- ‘I cannot wait to kiss the baby’,
or ‘we better keep those smokers out of the library, etc.

1.5.3 Factors Influencing Attitude

Factors influencing attitude are beliefs, feelings, and action tendencies of an
individual or group of individuals towards objects, ideas, and people.
These are the factors influencing attitude,

1. Social Factors.
 2. Direct Instruction.
3. Family.
4. Prejudices.
5. Personal Experience.
6. Media.
7. Educational and Religious Institutions.
8. Physical Factors.
9. Economic Status and Occupations.

1.5.4 Types of Attitudes

 Positive Attitude

 Negative Attitude

 Neutral Attitude

Positive Attitude:

This is one type of attitude in organizational behavior. One needs to understand

how much a positive attitude it takes to keep the work moving and progressing. It
means that keeping a positive mindset and thinking about the greater good, no
matter whatever the circumstances are. A positive attitude has many benefits which
affect out other kinds of behavior in a good way. For example, a person who has a
positive attitude and mindset will look for the good in other person’s no matter
how bad they behave or how bad is their attitude. The former person thinks about
the greater good and that is why he is called a person with a positive attitude. Some
positive attitudes are-
  Confidence

 Happiness

 Sincerity

 Determination

Negative Attitude:

A negative attitude is something that every person should avoid. Generally, people
will negative attitude ignore the good things in life and only think about whether
they will fail. They often find a way out of tough situations by running away from
it. They often compare themselves with other persons and find the bad in them
only. In short, he is exactly the opposite of the one with a positive mindset. There
are certain bad effects that a person with a negative mindset has to face. Some
negative attitudes are-

 Anger

 Doubt

 Frustration

Neutral Attitude:

This is another type of attitude that is common. That mindset is a neutral one.
There is no doubt. Neither is there any kind of hope. The people generally tend to
ignore the problems in life. They wait for some other individual to take care of
their problems. They generally have a lazy life and they are often unemotional. It is
as if they don’t think about anything that much and doesn’t care for the same as
well.

Attitude and online learning

Student attitude toward online learning is a critical factor in the learning
environment supported by online learning tools. People’s attitudes relate to what
they think and feel about, and how they behave toward an attitude object (Triandis,
1971). Strong attitudes can guide behaviour and positive attitudes towards learning
can contribute to the effective employment of learning strategies (Maio &
Haddock, 2009).Learner attitude toward online learning also depend on system
characteristic. Pituch and Lee (2006) from their empirical studies indicate that
learner have greater intention to use the system if the system is user friendly.

Literature Review
Toward the end of February, as alerts sounded on the increasing spread of the
COVID-19 infection, the World built up a worldwide task force team to help nation
reaction and adapting measures. At that point, just China and some other
influenced nations were upholding social distance through the closure of
educational institution. In the meantime, following fourteen days after the fact,
190 countries have closed schools impacting almost a billion students across the
world that have experience closures of their schools for the period (Azzi-Huck and
Shmis 2020). In this light, the COVID-19 pandemic has forced the universities to
close face-to-face education and send students home. These force the universities
to introduce courses through online portals. Also, education industries are
adopting the technologies available such as digital Video conferencing platforms
like Zoom.

Few studies were conducted to know the “Transition of E-Learning during the
COVID- 19 Pandemic: Academic Stresses, Motivation and Attitudes among
University Students’’.

In a study, Keller & Suzuki (2004) studied on Learner motivation and e-learning
design; the results of their empirical studies have approved the validity of their
model for the systematic design of motivationally enhanced instruction in E-
learning settings with regard to diminishing drop-out rates and other positive
motivational results.

In another study, Tarans (2005) study about Motivation Techniques in e-

learning, suggests 10 techniques (Manding stimuli, Anticipation, Incongruity,
Concreteness, Variability, Humor, Inquiry, Participation, Breaks and energizers,
Storytelling) for catching and keeping student’s attention, which are regarded as
the most important elements in obtaining motivation while learning online.

In another study, Schaer, Roizard, Christmann & Lemaitres (2006) study deals
with using an e-learning course at ENSIC in France. The results of their study
demonstrate that this new teaching does not decrease the time of teaching but
encourages more active learning, moreover a better understanding of technology
for students to proceed with their own ability.

In another study, Rovai, Ponton, Wighting, & Baker, (2007) studied on student
Motivation in Traditional Classroom and E-Learning Courses, Their study results
give evidence that students who are taught by e-learning are more intrinsically
motivated than students who go to Traditional Classroom, They found that there
were no differences in three extrinsic motivation measures or a motivation. And
also, the outcomes showed that graduate students were more intrinsically
motivated than undergraduate students in e-learning and traditional education.

In another study, Paechter & Maier (2010) studied about Austrian student’s
favorite aspects of e-learning courses that enable them for learning and about the
time students choose online or face-to-face learning, the result of their study
showed that Students chose online learning because of providing an obvious
structure of learning material and they chose face-to-face learning for
communication goals in which a shared comprehension has to be extracted.
 In another study, Suri and Sharma (2014) examined the relationship between
disciplines of students and their responses and attitudes towards e-learning. The
researchers used computer and e-learning attitude scale by employing survey
questionnaires to 477 students enrolled in various courses across 6 major
disciplines in Panjab University Chandigarh, India. The researchers found a
significant relationship between discipline of student and the factors of scale on
computer and e-learning attitude which set emphasis on the role of department
in learning and satisfaction level of students.

In another study, Teo (2014) aimed to clarify the extent of teacher satisfaction
of the application of e-learning program among persevere teachers. Teo (2014)
investigated the key drivers of teacher’s e-learning satisfaction. A total of 387
Participants in a postgraduate diploma main education completed a survey
questionnaire to measure 6 constructs (tutor quality, perceived usefulness,
perceived ease of use, course delivery, facilitating conditions, and course
satisfaction). By using structural equation modeling, data analysis showed that,
apart from facilitating conditions, all other constructs were significant predictors
of e-learning satisfaction. Nevertheless, the facilitating conditions construct was,
found to be a significant mediator of perceived ease of use and satisfaction. The
trend of using e-leaning as learning and teaching tools is now rapidly expanding
into education.

In another study, Arasteh et al. (2014) proposed a dynamic resource

management model to develop the availability and dependability of the e-
learning services in the grid system. A dynamic replication technique was
employed to tolerate resource failure/unavailability during the execution of an e-
learning service in the economic grid system. The researchers found that the
availability of the e-learning services in the proposed model was higher than
those of the basic resource management services. This model maintains a trade-
off between cost and the degree of quality of e-learning services.

In another study, Moravec et al. (2015) showed how e-learning tools impact
student’s achievement. The study was attended by nearly 2000 students.
According to Moravec et al. (2015), the study compares the results of questions
from the area of law where the tool was provided in a pilot version with the
results of questions, where the e-learning tool was not provided. The researchers
found that the e-learning tools have affected the student’s results. Nevertheless,
the belief of the e-learning tool may possibly have a negative effect on students
who will depend on given materials was disproved. By using the Cohen’s model
and based on data collected from 15 documents from relevant research studies
conducted on the effect of ICT based e-learning on academic achievement during
2010-2012.

In another study, Mothibi (2015) examined the relationship between e-learning

and student’s academic achievement in higher education. The researcher found
that ICT had a statistically significant positive influence on e-learning based
student’s academic achievements. The results also indicated that ICT had a
significant positive influence on students’ educational overall academic
achievements.

Rationale of the study

There are some exact causes to carry out the present study. First of all, it is a
scientific curiosity to inspect the impact of “Transition of E-Learning during the
COVID-19 Pandemic, Academic Stresses, Motivation and Attitudes among
University Students. Secondly, most of the studies on the relationship among
COVID-19 Pandemic, Academic Stresses, Motivation and Attitudes among
University Students were carried out in abroad, but in Bangladesh, limited studies
 were conducted. From the literature review it is clear that there is a necessity to
reveal the actual scenario about COVID-19 Pandemic, Academic Stresses,
Motivation and Attitudes among University Students in Bangladesh. That is why
the present author is intended to carry out this study. This work will likely to be
helpful to the concerned authority in assisting them to make decision about
students and their learning.

Objectives

The general objectives of this study were formulated.

i. To investigate the relationship among academic stress, motivation and attitude

in online learning among Jagannath University students
ii. To investigate the relationship between online academic stress and motivation
among Jagannath University students in case of gender, social economic status,
enjoyment of online class and area.
iii. To investigate the relationship between online academic stress and attitude
among Jagannath University students in case of gender, social economic status,
enjoyment of online class and area.

Methods

2.1 Sample size and Study design

146 student’s participants were selected on basis of some characteristics by using

non-probability convenient sampling technique from the Jagannath University. The
sample size (N=146) is determined by using the G*Power software to achieve 80%
power with a moderate effect size (p=0.3) at 0.05 level of significance (Faul et al.,
2009). A cross-sectional web-based survey research design was adapted for the
present study due to maintain social distance for Corona virus outbreak. Data was
collected through online Google form.
2.2 Measures

In this study the following tools were used for data collection.

i. Consent form
ii. Personal Information Form (PIF)
iii. Academic Stress Online Questionnaire (ASOQ)
iv. Academic Motivation Online Questionnaire (AMOQ)
v. Academic Attitude Online Questionnaire (AAOQ)

2.2.1 Consent form

Written permission was taken from the participant in the study and informed them
that information will keep confidential and use only for research purposes.

2.2.2 Personal Information Form (PIF)

A brief personal information questionnaire was used to collect necessary

information about the participants. The demographic information such as gender,
age, area, educational qualification, socio economic status, enjoyment of online
class was collected from the participants. The participants will rate their respond
about online learning by 0-100 where 100 indicate a higher positive statement
about online learning.

2.2.3 Academic Stress Online Questionnaire (ASOQ)

An academic stress online questionnaire was prepared in Bengali by the

researchers (Akter & Rahaman(2020)) used to measure the respondent’s academic
stress for using online learning during the Covid-19 pandemic. The content of the
questionnaire will judge evaluated. This instrument consist of 22 items which
measures 6 aspects of academic stress (I.e. Academic stress about exam(type and
dates of the exams), assignment (type and amount of assignments), lecture time,
home and academic settings (homes are not equipped for learning - some students
do not have computers at home, or the living space is small, therefore attending
online classes might be a challenge), using online platform, uncertainty (regarding
the end of the semester, and the students have concerns about the fairness of online
exams and assignments, as well as their ability to comprehend online lectures).
There is one positive item (6) in measuring student academic stress. For each Items
respondent were required to respond in a Likert type scale with answer like
strongly agree (5), agree (4) undecided (3) disagree (2) and strongly disagree (1).
For positive item participants respond response would be vice versa. Here, (1-2)
items express online academic stress about using online platform (some students
do not have smart phone; laptop or computers and some are facing trouble in using
these device). Here, (3-6) items express stress which is about home and academic
settings (home settings are not equipped for learning, living space is small, parental
pressure) in online learning. Here, (7-13) items express stress which is about
lecture time (schedule of class, keep attention in the class, using longtime
headphone, lack of time in daily activities, asking questions by teachers) in online
learning. Here, (14-15) items express stress is about assignment (type, time and
amount of assignment) in online learning. Here, (16-21) items are about stress in
exam (type, date, CGPA system and evaluation method about exam) in online
learning. And the 22 number items express uncertainty about future. The
participant’s response range about online academic stress will be scored between
(22-110). The Higher score indicates higher academic stress and lower score
indicate lower academic stress in online learning.

2.2.4 Academic Motivation Online Questionnaire (AMOQ)

An academic motivation online questionnaire was prepared in Bengali by the

researchers (Akter & Rahaman(2020)) used to measure the respondent’s academic
motivation to online learning during the Covid-19 pandemic. The content of the
questionnaire will judge evaluated. This instrument consists of 8 statements. There
are two negative statements (2&3) in measuring student online academic
motivation. The component of the online academic motivation items was
considered is learning responsibility, grades, interaction, enjoyment, and easier to
use, course schedule, work flexibility, because of home and exchange. For each
positive item, participants were required to respond with answer like strongly agree
(5), agree (4), undecided (3,) disagree (2) and strongly disagree (1). For negative
statement participants respond would be vice versa. The participant’s response
range about online academic motivation will be scored between (08-40). The
Higher score indicates higher academic motivation and lower score indicate lower
academic motivation in online learning. Here, scores 40 indicate higher and scores
08 indicate lower online learning motivation in E-learning.

2.2.5 Academic Attitude Online Questionnaire (AAOQ)

An online academic attitude towards online learning was measure through a set of
questions compiled by the present researcher (Akter & Rahaman(2020)). These
items were design to uncover student’s attitude toward online courses. This
instrument consists of 8 statements. There are two negative statements (3&6) in
measuring student online academic attitude. The component of online learning
attitude items will consider in information about class, ways of communication,
appropriateness way during pandemic, easy in collecting class equipment
(slides/lectures), and learning. For each positive item respondents were required to
respond with answer like strongly agree (5), agree (4) undecided (3) disagree (2)
and strongly disagree (1). For each negative statement participants respond would
be vice versa. The participant’s response range about online academic attitude will
be scored between (08-40). The Higher score indicates higher academic attitude
and lower score indicate lower academic attitude in online learning. Here, score 40
indicate higher and score 08 indicate lower online academic attitude in E-learning.

2.7 Procedure

For the purpose of the study, data was collected through online Google form. At
first participants were asked to read carefully the provided information (what is the
aim of research, how it will be occurred, what’s the benefit if anyone participate,
what to do if anyone participate, would data kept confidential, what will be the
impact of research analysis) and then requested the participants for his/her
willingness to participate in data collection (there were yes/no options in Google
form). The purpose of this study and any information concerning confidentiality
were clearly explained to the participants before administrating the questionnaires.
The link of Google form was shared towards the participants through social media
and emails. Data was collected from 29 December 2020 to 8th January 2021. The
participant was instructed to read the questionnaires carefully and complete the
questionnaires with their own intention. At first Participants were requested to fill
up the consent form. Then asked to fill up personal information form (PIF). After
following that academic stress online questionnaire (ASOQ), academic attitude
online questionnaire (AAOQ) and academic motivation online questionnaire
(AMOQ) fill-up by the participants. After finishing the task participant was
requested to submit the Google form. The respondents were encouraged to ask any
questions coming in their mind during the task through emails which was given in
preliminary section. After submitting the completed questionnaire respondents
were sending auto generated thanked for their kind cooperation. Ethical Issues on
this study were handled with extra care (data kept confidential, data was kept in
personal Google form only the researcher could see it, data was used only for
research purpose, data was coded without using name of participants) as the
research deals with very sensitive issue and participant personal information
strictly protected.