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Summary
 Social Research
On

2
The Impact Of Covid-19 In Education System

Submitted in particular fulfillment of the requirements of the award of the degree of

BACHELOR OF BUSINESS ADMINISTRATION

To

Chhatrapati Shahu Ji Maharaj University,Kanpur

Under The Guidance of Submitted By

MRS. NIDHI SENGAR PRACHUR PANDEY

(Assistant Professor) BBA-I SEM

ROLL NO. 22014001532

SESSION 2021-2022

PSIT College of Higher Education, Kanpur

90
1
 DECLARATION

I hereby declare that the social report entitled ‘ IMPACT

OF COVID-19 IN EDUCATION SYSTEM ’ submitted

to PSIT College Of Higher Education, Kanpur in

partial fulfillment of degree of bachelor of business

administration is the original work conducted by me. The

information and data given in the report is authentic to

the best of my knowledge.

This project report is not being submitted to any other

university for award of any other degree, diploma and

fellowship.

Place: Kanpur PRACHUR PANDEY

Date: May 30, 2023 Roll No. 22014001532

2
 PREFACE

Research work is the part of management studies which plays an important role in each and every
student’s academic curriculum. The purpose of the study is to enhance the knowledge and skills
of the student and generate scope for the implementation of his/her acquired skills and knowledge
during his/her BBA course. It also helps to acclimatize the student with the organization and the
28
industry in which organization and the industry in which organization works and gain knowledge
of the happenings in the business world.
This study has helped us a lot in sharpening our knowledge and also made us aware about the
happenings of the business world.
2
The main objective of this study is to know, "THE IMPACT OF COVID-19 IN EDUCATION
SYSTEM”.

3
ACKNOWLEDGEMENT

I glorify the almighty god for the strength, wisdom, courage and inspiration throughout the period
of my studies.

I wish to express my sincere gratitude to my course supervisor, Mrs. Nidhi Sengar (Assistant
Professor), for her patience, support and guidance.

I am grateful to those who agreed in this research by filling questionnaire, conducting the survey.

I would like to thanks my classmates for their support.

4
 TABLE OF CONTENT

INTRODUCTION…………………………………………………….

o LITERATURE REVIEW…………………………………………….

92
o OBJECTIVE OF COVID-19 IN EDUCATION SYSTEM……..

o SIGNIFICANCE OF COVID-19 IN EDUCATION SYSTEM…

o RESEARCH METHODOLOGY……………………………………

o DATA ANALYSIS……………………................................................

o FINDING……………………………………………………………....

o CONCLOUSION……………………………………………………..

o FUTURE RESEARCH DIRECTIONS…………………………….

o LIMITATIONS……………………………………………………….

o REFERENCES……………………………………………………….

o ANNEXURES…………………………………………………………

5
 ABSTRACT
75
Both the urban and rural education systems in India are still in their infancy. The midday meal

programme is designed to encourage pupils to attend school. In these conditions, the government

104 11
enacted a nationwide lockdown on March 25, 2020 to combat COVID-19, which has had a

significant impact on schooling. After China, India has the world's second largest school system.

According to UNESCO, 63 million instructors in 165 countries were affected. A total of 1.3

billion students were unable to attend schools or institutions around the world, with nearly 320

million students in India alone. It has shifted the old educational system to a paradigm based on

educational technologies, in which teaching and assessments are done online. COVID-19 has

both beneficial and negative effects on the Indian educational system.

81
This study examines the impact of COVID-19 on the Indian educational system, with a focus on

education and assessment of students taking online classes in this era from their homes.

6
35

IMPACT OF COVID-19 IN EDUCATION SYSTEM.

7
80
INTRODUCTION.

60
On March 11, 2020, the WHO proclaimed the covid-19 pandemic. This pandemic began in the
Chinese city of Wuhan and has spread to numerous countries. The pandemic has hampered the
27
growth of countries where novel coronavirus infections have been recorded. Countries are
implementin a variety of methods to minimise crowding, including lockdowns, workplace non-
attendance, school closures, and suspension of transportation services, among others. Most
countries around the world have temporarily shuttered educational facilities to combat the spread
96
of the covid-19 pandemic. This nationwide closure affects over 90% of the world's student
population.

FIGURE-1 CORONA VIRUS

52
The pandemic has reached India as well. The Indian government has taken numerous measures
44
to combat the covid-19 virus, including the first janta curfew, which was announced by India's
44
prime minister on March 22, 2020. The prime minister of India later announced a 21-day
lockdown to control the cases of covid-19. The lockdown was prolonged by the Indian

8
 52
government till 3 May 2020 on April 14, 2020. This decision has an impact on the country's
23
numerous industries. The lockdown has an impact on the education sector, which is a crucial
predictor of the country's economic future. All schools, colleges, and institutions are closed due
23
to government directives. The entire educational system has been thrown into disarray. All
schools, colleges, and institutions are closed due to government directives. The pandemic covid-
19 has upset the entire educational system. The goal of this paper is to describe how lockdown
101
affects schools, universities, instructors, and parents. A recently identified coronavirus causes
70
Covid-19, an infectious disease. This disease was previously known as the '2019 novel
46
coronavirus,' or '2019 ncov.' Covid-19 was discovered in December 2019 in Wuhan, China. As
1
of July 7th, 2020, 11.32 million confirmed cases and 532 thousand deaths have been reported
98
worldwide, while 15,784 confirmed cases and 34 deaths have been reported in Nepal. [1] The
31
global spread of coronavirus disease 2019 (covid-19) has prompted a variety of public-health
measures. Closures of schools and universities are among the most visible social (physical)
barriers employed to slow the spread of this contagious disease. Many Asian and European
countries have implemented nationwide school closures, while certain US school districts and
states have done so as well.

9
 FIGURE-2 CORONAVIRUS DISEASE 2019 (COVID-19)

1
These closures keep students from interacting and lessen cases. [2] Before the outbreak in Wuhan,
China, in December 2019, this novel virus and sickness were unknown. Covid19 has spread to
numerous nations throughout the world. [3] The pandemic has drastically altered social
41
interactions, and schooling is no exception. Covid-19 may spread quickly in densely populated
41
settings like universities and schools, hence social distance, also known as physical distancing, is
1
used to reduce community transmission. According to current evidence, people of all ages are
susceptible to this new viral disease. Those in close proximity to patients with symptomatic and
asymptomatic covid-19, such as health care professionals and other hospital patients, are at greater
1
risk. The current approach to covid-19 management is to restrict the source of infection, utilise
infection prevention and control measures to minimise the risk of transmission, and provide early
diagnosis, isolation, and supportive care for the afflicted patient (who 2020). [4] As a result of the
20
fast spreading epidemic and the necessity for academic continuance, educational institutions have
rapidly turned to distance and online learning. While most public health professionals agree that
116 20
social distance is the best way to combat the general threat of covid-19, implementing emergency
e-learning guidelines does not directly affect the pandemic, but does indirectly by restricting face-
20
to-face classroom encounters. [5] During this pandemic, e-learning technologies are critical; they

10
 61
attempt to assist instructors, schools, and students. Furthermore, the majority of these platforms
are free, which can aid in continual learning during the coronavirus outbreak. [6] Any information
68
system's success is determined on how people interact with it. [7] Thus, student ubiquity and
acceptance of the e-learning system should be evaluated in the context of e-learning during a
51
pandemic. When learning or teaching from home, both students and teachers have difficulties. In
a developing country like Nepal, there are technological, educational/literacy, and socioeconomic
55
hurdles that can stymie the e-learning process. [8] Because online teaching was not a common
method of instruction in schools and colleges before to the epidemic, the vast majority of teachers
1
had little or limited experience with it. Furthermore, it is believed that only roughly 56% of Nepal's
population has access to the internet, with the majority of those living in urban areas. As a result,
under the current situation, providing online lessons in Nepalese rural schools is not feasible. As a
41
result, discrepancies between students who reside in metropolitan regions and those who live in
1
rural areas, as well as between the rich and poor who cannot afford to access the internet, would
widen the gap in continuing education with e-learning throughout the epidemic. Furthermore, in a
country like Nepal, the valid question of how to close the digital divide arises.

11
 83
FIGURE-3 COVID-19 DRIVES A MORE SEVERE FORM OF ACUTE KIDNEY INJURY.

65
The closures of educational institutions have far-reaching economic and societal effects, not just
53
for students, professors, and families. In reaction to school closures, Unesco urged that schools
and teachers employ distance learning programmes as well as open educational applications and
platforms to reach out to students remotely and minimise interruption. [10] According to Unesco
3
monitoring, about 1,067,590,512 students have been affected by school closures in response to the
epidemic, with 110 countries implementing national closures, affecting roughly 61 percent of the
74
global student population. Several other countries have enacted localised closures that will affect
millions of additional students. The covid-19 epidemic closure has affected around 87 lakh
1
students in Nepal, ranging from preprimary to postsecondary education [isced levels 0 to 8]. [11]
85
While it is difficult to foresee how the epidemic will unfold, there is the prospect of increased
1
physical separation limits. According to the United Nations, 166 countries shuttered schools and
1
colleges to prevent the spread of the coronavirus, which infected 1.5 billion children and young
76
people worldwide, accounting for 87 percent of the enrolled population. [12] A major portion of
40
the population in Southeast Asia, as in many other developing nations, lacks access to the internet
and electronic devices. Even those who have access to the internet face infrastructural challenges.
The infrastructure gap can be evident in a variety of ways, including the disparity in internet speeds

12
 100
between locations. People in urban areas often have access to substantially quicker internet than
1
those in less developed places. [13] According to the Nepal Telecommunication Authority (NTA),
1
there are 821,249 internet subscribers in Nepal in 2019. [14] According to worldometer, the
1
country's population will be 29,086,128 by 2020, with not all students having access to high-speed
1
internet. [15-16] Because more people are using the internet to work, socialise, and entertain
1
themselves during the lockdown, even those with high bandwidth internet have found that service
33
is being disrupted or slowed down. While mobile data packages are speedier, they are also
significantly more expensive for students to pay on a regular basis. [16]
58
In Nepal, many universities (teachers and students) are unfamiliar with the practise of online
classrooms, and most sections of the nation lack adequate energy and internet service. As a result,
115
this research was conducted to learn about the issues that Nepalese students and teachers confront
during online classes.

13
LITERATURE REVIEW.

Serial no. Object Result Reference

97 71
1 The impact of the Covid-19 Because this is a Covid-19 pandemic
pandemic on Kenya's school theoretical review, it influence on Kenyan
sector: difficulties and will rely on secondary education sector: student
solutions for students . data to analyse the difficulties and
difficulties and mitigations, Ngwacho,
mitigations for Covid- a.g., 2020. 4(2), pp. 128-
109 71
19 in the Kenyan 139 in Journal of
education sector, with Research Innovation and
a focus on learners. Educational Implications.
This theoretical
review was guided by
Sherman and Wood's
classical liberal idea
of equal opportunity
and Rawls John's
theory of justice and
fairness.

14
 87
2 The impact of the Covid-19
pandemic on Indian education.
108
3 The impact of Covid-19 on
Nepal's education sector:
difficulties and solutions
25 72
This paper discusses 2020, Jena, p.k. The
some of the steps impact of the Covid-19
taken by the Indian pandemic on Indian
government to ensure education. 12.
that all citizens have International journal of
access to quality contemporary research
education. The good (ijcr).
and negative effects
of covid-19 on
education are
examined, as well as
some useful
suggestions for
conducting
educational activities
during a pandemic.
73 3
Furthermore, the S. Dawadi, R. A. Giri,
findings suggest that and P. Simkhada, 2020.
Nepal has formulated The impact of Covid-19
a number of ict on Nepal's education
[information and sector: difficulties and
communication
15

99
4 The impact of the Covid-19
pandemic on education.
35
technology] and solutions Submission over
education-related the internet.
policies since 2000;
however, the
challenges it is facing
in the wake of Covid-
19 are primarily due
to its faulty
implementation
strategies and inability
to put those policies
into effect. In the
article's last section,
the issues are
discussed along with
possible management
strategies.
Students, teachers, 2020, Tarkar, p. The
47 39
and parents are all impact of the Covid-19
experiencing pandemic on education.
difficulties as a result pp.3812-3814 in
of this shift in International Journal of
16

5 Pandemic of the covid-19
virus, economic losses, and
education sector
management.
teaching technique. Advanced Science and
47
The current research Technology, 29(9).
looks at the varied
effects of the Covid-
19 on the educational
system.
30
The evidence of a S. Atuahene and Y. Kong
negative impact that is Also, g. bentum-micah,
30
likely to disrupt the 2020. Pandemic of Covid-
education system is 19, economic losses, and
then summarised, and educational sector
policy remedies to management 103-109 in
alleviate the effects Quantitative Economics
are identified. We and Management Studies,
learned once again 1(2).
30
that online learning,
which authorities
should make
available, accessible,
and affordable,
especially for poor
nations, could save
17

86
6 Impact of Covid-19 on Sri
Lanka's Higher Education
49
Sector: A Study Based on Sri
Lanka's South Eastern
University
7 Flexible ways for managing
the covid-19 epidemic in the
school sector are being
evaluated.
107
education (school
system) today and in
the future.
43 66
According to the A. Rameez, M.A.M.
report, the institution Fowsar, and N. Lumna,
should focus on a 2020. Impact of Covid-19
hybrid education on Sri Lanka's Higher
49
system to address the Education Sector: A
difficulties of online Study Based on Sri
mode of education Lanka's South Eastern
that staff and students University pp. 341-341 in
49
face in order to Journal of Educational
improve the teaching and Social Research,
and learning process. 10(6).
57
Because many S. Ahmed, H. M. Taqi, Y.
people throughout the I. Farabi, M. Sarker, S. M.
world are unfamiliar Ali, and B.
with the current Sankaranarayanan, 2021.
pandemic situation, Flexible ways for
this study aids in managing the covid-19
recognising the issues epidemic in the school
and proposing sector are being
18

8 The difficulties of the
78
educational environment in the
midst of the covid-19
pandemic.
111
9 Covid-19's impact on higher
education in India.
effective solutions to evaluated. 81-105 in
address them so that Global Journal of Flexible
education does not Systems Management,
stagnate. 22(2).
39
Education issues in 2021, Batubara, b.m. The
the face of the covid- difficulties of the
19 pandemic must be educational environment
a top priority for both in the midst of the covid-
the federal and 19 pandemic. Humanities
municipal and social sciences, 4(1),
39
governments. pp.450-457, Budapest
International Research
and Critics Institute
(birci-journal).
62
As a result, several 2020, Jena, p.k. Covid-
post-Covid-19 19's impact on higher
patterns are examined, education in India. The
which could lead to International Journal of
118
new teaching and Advanced Education and
learning Research (ijaer) is a peer-
methodologies in reviewed journal that
higher education in
19
 India. There are also publishes research on
some helpful hints for advanced
conducting
educational activities
in the event of a
pandemic.
114 38 77
10 The impact of Covid-19 on The findings of the J.L.N. Upoalkpajor and
Ghanaian education. study revealed that the C.B. Upoalkpajor, 2020.
covid-19 pandemic The impact of Covid-19
has had a substantial on Ghanaian education.
113
influence on 9(1), pp. 23-33 in Asian
education in Ghana; journal of education and
as a result of the social studies.
study's findings,
schools are seeking
resources to
compensate for the
educational losses
caused by the
epidemic.

20
 15
OBJECTIVE OF COVID-19 IN EDUCATION SYSTEM.

69
• To ensure early detection of infections among students and staff so that contact tracing may be
8
conducted and preventative and control actions can be implemented, preventing further
transmission.

• To detect infection in students and employees who are at high risk of getting a serious illness
as a result of underlying illnesses.

8
• To fund research and studies of the role of children in the transmission of covid-19.

110 64
FIGURE-4 COVID-19 HAS A MASSIVE IMPACT ON EDUCATION INSTITUTIONS ALL
OVER THE WORLD.

21
 17
• Research into the effects of the covid-19 epidemic on many aspects of the general
population. Physical health, emotional health, economic health, infodemics, online education,
relationships with spouses and families, use of social media platforms, perspective on
lockdown, social distancing as a method to stop the spread of covid-19 infection, and so on
are some of these issues.

17
• To gain a better understanding of their views on the problem and potential solutions to the
global dilemma caused by Covid-19.

• To determine public awareness of safety precautions to prevent the spread of covid-19

infection.

22
 64

SIGNIFICANCE OF COVID-19 IN EDUCATION

SYSTEM.

32
• It was stated as a temporary solution to avoid the crowd in the second week of March. The
government initially declared the closure of schools for a month, but the time frame was steadily
extended, and it is unclear when they will return. [20]

24
• The primary goal of attending to school or being in school is to improve a child's abilities.
Schooling for a relatively short amount of time improves skills and abilities. On the other hand,
missing or failing to attend school has a detrimental impact on skill development. [21]

FIGURE-5 COVID-19 AND LEARNING LOSS-DISPARTIES EXPAND, AND STUDENTS

REQUIRE ASSISTANCE.

23
15
• One immediate solution is required to ensure continuity in institutes and universities. The
online teaching style is used to keep the class running smoothly. Universities use learning
management software and open-source digital learning solutions to run online classes. [22]

15
• According to Bjorklund and salvanes (2011), families give substantial inputs into a child's
learning because they are considered central to education. Parents are having difficulty
comprehending the new teaching technique. Some parents are resistant to technology. [23]

24
 RESEARCH METHODOLOGY.

1. How does COVID-19 affect the educational system?

56
The covid-19 epidemic has spread across the globe, affecting practically all countries and
territories. In December 2019, the outbreak was initially discovered in Wuhan, China. [24]
29
Governments around the world warned citizens to exercise cautious. Handwashing, face masks,
physical distance, and avoiding big gatherings and assemblies have all been used as public health
initiatives. Lockdown and stay-at-home tactics have been implemented where necessary to
flatten the curve and control disease spread (sintema, 2020). [25]

102
2. What is the educational impact of Covid-19?

14
The proliferation of covid-19 has also prompted worry, anxiety, and other worries among
residents in various regions of the world, including students, teachers, and parents (ncird, 2020).
18
Apart from physical distance and other personal factors, parents' concerns are thought to have
been influenced by: an unwillingness to support their children in distance/online learning or
home learning; a lack of access to technology and the internet, or the inadequacy of the
technological formats used for children with special educational needs; economic hardship
14
(unesco, 2020b). [26]Due to their degree of knowledge and skills in the use of technology, access
to technology, and isolation at home, teachers engaged in the learning process expressed worries
about opportunities to conduct remote/online learning (unesco, 2020a). Such concerns have been
expressed in particular by countries where, prior to the circumstances produced by the preventive
measures against the spread of covid-19, teachers' usage of technology in the classroom was
103
deemed exceptionally low (unesco, 2020b). Furthermore, pressures to convert instruction to an
3
online format have been reported to have raised teachers' stress and anxiety in various parts of
the world (unesco, 2020). [27]

3. How has Covid-19 affected the educational system? (explorative)

25
 A corona virus outbreak (covid-19) occurred in practically every country on the planet in March
84
2020. Where covid-19 first appeared in December 2019 in Wuhan, China, and expanded to many
19 22
regions of the world's most famous Indonesia in March 2020. This virus was first discovered in
animal markets in Wuhan, China. According to bbc health and science correspondents michelle
roberts and james gallager, there are a number of wild species in the animal and seafood
wholesale market, such as snakes, bats, and chickens, and this has led to suspicions that the virus
95
can pass from human animals to humans. [28] The number of instances increased over time until
medical personnel became infected with the corona virus. Finally, it was established that
19
pheumonia can be transmitted from one person to another. A new type of coronavirus infection
of the type of betacoronavirus termed in the 2019 novel coronavirus was discovered in samples
46
of isolates from the patients analysed (2019-ncov). The novel virus severe acute respiratory
46
syndrome coronavirus-2 (sarscov-2) and the disease coronavirus disease were identified by the
World Health Organization on February 11, 2020. [29]

18
4. How will the influence of Covid-19 on the educational system be
measured?

After the 20th of March 2020, the Covid-19 pandemic became highly dangerous for higher
5
education, with more than 1.3 billion learners of all levels of education in 142 nations afflicted
by the lockdown, according to unesco data (unesco, 2020). [30] As a proactive response to the
5
impending serious scenario, Unesco asked governments all over the world to take steps to restore
educational function to the greatest extent possible (owusu-fordjour, koomson, & hanson, 2020).
Because of the inequities that exist both within societies and between countries, this plea called
for using all available measures, not just those based on ict. [31]

5. What kind of information is required?

7
It is clearly obvious that covid-19 is altering human lifestyles all over the world. This outbreak
will have an impact on our future; the problem we have is figuring out how this will happen and

26
 preparing for the changes. This environmental virus isn't the first of its kind, but it is the first to
spread globally at such a rapid rate. This virus wreaked havoc on healthcare, the economy,
education, and even religious beliefs around the globe, with no distinction made between
developed and underdeveloped countries. It simply shut us all down for our own safety and
7
rendered all systems suspect. The pandemic has forced about 10 million Moroccan pupils out of
7
school since the middle of March 2020. As a result, as the United Nations Educational,
Scientific, and Cultural Organization (UNESCO) highlighted on Thursday (5/3), this epidemic
has had a significant impact on the global education system. Over 100 countries have
implemented statewide closures, affecting over 90% of the world's student population and
jeopardising their future educational opportunities. [32]

6. Where can I get the information I need?

12
The students' preparation for fy1 and their confidence if requested to assist in hospital earlier
than expected were two key results of the questionnaire replies. As subjective variables,
12
preparedness and confidence were examined statistically against:
1. Whether or not objective structured clinical examinations were performed.
2. whether or not written tests were administered.
12
3. whether or not students were able to complete their final-year assistantships.
4. whether or not pupils' electives were cancelled.[33]

7. For how long will the research be conducted?

82
We contrasted typical growth trajectories across a standard-length school year with learning
forecasts based on various possible scenarios for the consequences of that break in schooling,
67
assuming pupils were out of school for the last three months of the 2019–2020 school year. In
13
doing so, we looked into four study questions:What are possible scenarios (based on prior
literature and recent map growth data) for student learning patterns during the 2019–2020 school
year as a result of the school closures?

27
 1. How much variability do we expect in (a) kids' learning rates during the extended school
shutdown period and (b) students' autumn 2020 scores assuming a typical 2019–2020 school
year as opposed to one disrupted by covid-19?

2. What is the expected relationship between out-of-school learning rates owing to covid-19 and
58
projected subsequent learning rates for the 2020–2021 school year?

3. Is it expected that the Covid-19 school closures will alter achievement gaps based on school
socioeconomic status/[34] [34]

8. What will the sample design look like?

16 16
Although effective emergency actions are required to address the crisis, governments and their
36
policies require public trust in order to function efficiently (cerna, 2014: 9). According to Neal et
16
al. (2016: 181), when there is a large reliance on institutions with the structural power to cope
16
with a crisis, trust is more widespread. In the context of increasingly complicated risk societies in
36
general, the necessity and problem of trust in abstract capacities has already been highlighted
36
(beck, 1986; giddens, 1990: 26). Furthermore, as a number of timely articles have argued (for a
brief overview, see, for example, Aksoy et al., 2020: 2), trust is especially important in times of
crisis when policy compliance is critical. [35]

9. What data gathering method will be used?

45
People all over the world were confronted with the covid-19 pandemic in the first half of 2020, a
powerful invisible enemy that forced the majority of people to change many of their own cultural
88
routines, including daily life routines and practises, ranging from personal to organisational, as
well as outdoor or public practises. Many drastic policy changes have been implemented in an
5
attempt to compel compliance with many countries' rules and regulations in order to protect
community members from becoming victims of the covid-19 pandemic and to ensure that their
117
societies maintain high levels of productivity and performance. [36]

28
10. What method will be used to analyse the data?

94
The covid-19 epidemic is our time's defining global health concern, and it's adding a layer of
54
complexity to how various operations are carried out (adnan and anwar, 2020). Such impacts are
critical in higher education, driving all teaching and learning activities to undergo a rapid shift to
6
entirely online learning environments (toquero, 2020). The coronavirus pandemic has
fundamentally affected their core: staff and students (adedoyin and soykan, 2020; aristovnik et
6
al., 2020; strauß and rummel, 2020). While educational environments are still struggling with
digitalisation and digital transformation challenges and finding optimal ways to adapt, the
coronavirus pandemic has fundamentally affected their core: staff and students (adedoyin and
6
soykan, 2020. The moment is obviously unpleasant for them because all learning and teaching
activities – such as all courses, meetings, seminars, supervisions, and tests – were obliged to
migrate online on short notice (bao, 2020; hodges et al., 2020). Though such transformation is
not entirely new for such institutions, they are all now being forced to shift away from traditional
teaching and learning structures and toward a virtual environment because old education models
are no longer adaptable to the challenges of rapidly changing educational environments (van
nuland et al., 2020). [37]

29
 DATA ANALYSIS.

Data gathering.

Primary and secondary data are used to evaluate the study.

89
Data Sources:

 Primary Data.
 Secondary Data .

Primary Data.

The major source of information is a questionnaire.

Secondary Data.

Previous research as well as corporate and brand details from the internet are sources of
secondary data.

Data collection Technique.

My research employs questionnaire/survey data collection approaches. The questionnaire is

simple to comprehend. My survey comprised of 7 questions that assisted me in gathering data for
my research.

Data Collection Instrument.

My research only employed two instruments: a questionnaire and an observation study, which let
91
me collect both qualitative and quantitative data.

30
ANALYSIS.

1.

31
 2.

3.

4.

32
 5.

6.

33
7.

8.

34
35
FINDING.

 The covid-19 pandanic is familiar to 96.7 percent of the population.

 Our educational system was affected by 54.9 percent of covid-19.

 Covid-19 has a 24.6 percent boost in its impact on educational technologies.

 Yes, the technology was designed to help children secure their privacy and data.

 Covid-19 immunization is seen favorably by 43.4 percent of the population.

93
 The covid-19 pandemic has a mental health impact on 50.8 percent of the
population.

 Yes, E-learning is beneficial to 25.4 percent of the population.

36
 CONCLOUSION.

21
As authorities and educators prepare to reopen schools in the middle of the covid-19 pandemic,
we must adapt our conceptions of school to meet the challenges of this historic moment. It is
26
evident that education cannot return to business as usual, and that we must think of "school" in
whole new ways. Policymakers and educators must ensure that all students, regardless of
income, can participate in supportive and meaningful learning experiences, regardless of the
approach adopted to instruction or the medium through which it takes place—online, in person,
10
or a mix. To do so, our educational system must adapt our conceptions of school to meet the
needs of the present, focusing on real learning and equity while also leveraging the knowledge of
human development, learning, and effective teaching collected over the last century and required
for the next.

This report presents an overarching framework to guide the relaunch of schools for the 2020–21
school year, as well as a long-term vision to steer leaders toward new and long-lasting solutions
10
to address educational quality and equity. This framework synthesises key ideas, evidence, state
and local examples, and policy recommendations and organises them within a broader
framework focused on authentic learning and equity and grounded in research spanning early
10
childhood through secondary schooling, building on other student-centered, equity-oriented
21
guidance that has been developed. We believe that this study will assist state, district, and school
leaders, as well as educators, in seizing this opportunity to improve learning opportunities and
close achievement gaps.

37
FUTURE RESEARCH DIRECTIONS.

42
The first focus of our attention is on issues relating to the "future of work" (human resources and
48
organisational behavior-related challenges). Jobs have been lost as a result of dynamic changes
48
in the global economy, some caused by pandemics and others by technological advancement.
These megatrends and their effects on the labour market must be investigated. There are a
number of potential problems that can be pursued using the strategies mentioned, as shown in.
4
From the standpoint of strategic human resources, Organizational executives will be able to
4
forecast the performance of individual employees and teams by combining data from human
4
resources information systems and performance management systems with data from internal
digital existence such as emails, chats, and employee-generated material (leonardi and
4
contractor, 2018). [44] Moreover, the review's findings revealed that analytics has the ability to
provide a more comprehensive understanding of work arrangements, job design, and routines.
9 9
For many office workers, homeworking has become the new standard as a result of the covid-19
pandemic. Managing employees while fostering social connection is a big difficulty for many
firms, especially with the new trend of "working from home." With descriptive and diagnostic
4 42
approaches, 'people analytics' (isson and harriott, 2016;[45] leonardi and contractor, 2018) can be
utilised to stabilise present operations by gathering and analysing data on employees'
requirements, home conditions, workloads, and extra pressures (gray, 2020). [46] As the re-
opening phase approaches, predictive analytics can assist in predicting employee behavioural
4 9
changes as a result of the covid-19 crisis (de haas et al., 2020) and hence plan for the return to
work. A data pool of employees' health status, working

38
conditions, performance, and so on during quarantine across different departments and locations,
when combined with personal information, will provide an effective means of looking at
redesigning jobs to embrace and monitor home-based working, creating conditions for
motivating the workforce and teams while maintaining social distance, prioritising positions to
return to the office, and identifying jobs to be eliminated. Accenture, for example, has built a
4
data-driven platform called 'people + work connect' that pools non-confidential and aggregated
workforce data (such as location and experience) to assist in promptly rehiring laid-off or
furloughed staff. [47]

39
LIMITATIONS.

 The survey sample is limited to 100 respondents; however, the results may differ if the
survey was conducted with a larger group or sample.

 Due to the short time frame, gathering information from a significant number of
responders was difficult.

 Despite the fact that I conducted extensive research and study and attempted to
eliminate or correct errors/false/wrong/incomplete responses, slight errors ma

 y occur during analysis.

105
 Because the questionnaire survey is the primary source of primary data collection, and
the analysis is also dependent on the questionnaire and observation research, the
results may not be identical when the sample size or data collection techniques are
increased.

40
 3
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44
ANNEXURES.

Titlt.

49
Study of population perception towards impact of covid-19 in education system.

1. Name

2. Age-Group.

o 15-20
59
o 20-25
o 25-30
o 30-35
o 35-45
o 45-50
o 50 & above.

3. Gender.

o Male.
o Female.
o Other.

4. Occupation.

o Employed.
o Unemployed.

45
 o Homemaker.
o Student.

112
5. Do you know about the covid-19 pandemic?

o YES
o NO

6. What was covid-19 educational impact?

o Less.
o Huge.

7. Is there a good educational foundation for technology, and does it foster creativity?

63
o Strongly agree.
o Strongly disagree.

8. Is the technology intended to benefit youngsters while also protecting their privacy and
storing their data safely?

79
o Strongly agree.
o Strongly disagree.

9. Is there technology for addiction prevention and safe use?

79
o Strongly agree
o Strongly disagree.

106
10. Has covid-19 had an impact on students mental health?

46
 o Strongly agree.
119
o Strongly disagree.

11. Is covid-19 vaccination beneficial to the population?

63
o Strongly agree.
o Strongly disagree.

12. Do you consider E-learning to be beneficial?

o Strongly agree.
o Strongly disagree.

47
 Similarity Report ID: oid:17837:36955907

68% Overall Similarity

Top sources found in the following databases:
56% Internet database 34% Publications database
Crossref database Crossref Posted Content database
61% Submitted Works database

TOP SOURCES
The sources with the highest number of matches within the submission. Overlapping sources will not be
displayed.

d1wqtxts1xzle7.cloudfront.net
1 9%
Internet

Submitted on 1686045723308
2 4%
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researchgate.net
3 4%
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onlinelibrary.wiley.com
4 3%
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pdfs.semanticscholar.org
5 2%
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emerald.com
6 2%
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Western Mindanao State University on 2021-11-15

7 2%
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ecdc.europa.eu
8 2%
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Nelson Mandela Metropolitan University on 2022-04-11

9 1%
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files.eric.ed.gov
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ignited.in
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bmcmededuc.biomedcentral.com
12 1%
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jingliu.info
13 1%
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Fiji National University on 2021-09-25

14 1%
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University of the Free State on 2022-10-24

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Inka Bormann, Katja Brøgger, Milan Pol, Bohumíra Lazarová. "COVID-1...

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Canadian College on 2023-03-30

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shikshansanshodhan.researchculturesociety.org
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Amina Abdelrazek Mahmoud, Mona Abdallah Abdel-Mordy. "Effect of ...

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ijres.org
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College of Science, Technology and Applied Arts of Trinidad & Tobago ...
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Edge Hill University on 2022-03-30

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psit on 2023-05-21
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University of KwaZulu-Natal on 2022-06-19

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Sampson Atuahene, Yusheng Kong, Geoffrey Bentum-Micah. "COVID-1...

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journaljpri.com
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North West University on 2021-11-21

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Canterbury Christ Church University on 2021-08-20

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ibmrcollege.com
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Saraswati Dawadi, Ram Giri, Padam Simkhada. "Impact of COVID-19 o...

35 <1%
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pure.au.dk
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hindawi.com
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Rhodes University on 2021-06-18

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doaj.org
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Mindanao State University on 2022-06-18

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Open University Malaysia on 2022-12-18

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University of Kent at Canterbury on 2020-09-15

42 <1%
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General Sir John Kotelawala Defence University on 2022-12-04

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Roehampton University on 2022-07-06

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Taylor’s Education Group on 2021-12-04

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publichealth.jmir.org
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Higher Education Commission Pakistan on 2021-12-27

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University of Fort Hare on 2022-09-16

48 <1%
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ijournalse.org
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journals.sagepub.com
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The University of the South Pacific on 2021-09-24

51 <1%
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Amrita Vishwa Vidyapeetham on 2022-02-18

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National Open University of Nigeria on 2021-10-01

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Universiti Putra Malaysia on 2021-08-30

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Kaja Mohaideen D, Fiaz Ahamed A, Mohammed Nadeemullah N. "Inves...

55 <1%
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University of South Africa on 2021-12-09

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peer.asee.org
57 <1%
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Aspen University on 2021-05-16

58 <1%
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Westcliff University on 2020-02-18

59 <1%
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North West University on 2021-11-21

60 <1%
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AAB College on 2022-06-09

61 <1%
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i-scholar.in
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Athlone Institute of Technology on 2009-09-17

63 <1%
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Federal University of Technology on 2021-07-17

64 <1%
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Osmania University, Hyderabad on 2022-05-28

65 <1%
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University of Wales Institute, Cardiff on 2021-10-15

66 <1%
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slideshare.net
67 <1%
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Manuel S. Enverga University on 2022-05-23

68 <1%
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Scottish High International School on 2021-06-26

69 <1%
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link.springer.com
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madoc.bib.uni-mannheim.de
71 <1%
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A. Rameez, M. A. M. Fowsar, N. Lumna. "Impact of Covid-19 on Higher ...

72 <1%
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Campbellsville University on 2022-03-18

73 <1%
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Heriot-Watt University on 2022-04-08

74 <1%
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Leeds Beckett University on 2023-01-12

75 <1%
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Universiti Malaysia Terengganu UMT on 2021-07-24

76 <1%
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ojs.bilpublishing.com
77 <1%
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vuir.vu.edu.au
78 <1%
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Higher Education Commission Pakistan on 2011-05-19

79 <1%
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Liberty University on 2022-12-07

80 <1%
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University of Ghana on 2022-08-29

81 <1%
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Thomas University on 2021-02-20

82 <1%
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news.yale.edu
83 <1%
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int-jecse.net
84 <1%
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Heriot-Watt University on 2022-12-02

85 <1%
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IMM Graduate School of Marketing on 2022-03-15

86 <1%
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Northern Melbourne Institute of TAFE on 2021-12-19

87 <1%
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Segi University College on 2022-05-31

88 <1%
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eprints.walisongo.ac.id
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coursehero.com
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crosbi.znanstvenici.hr
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inspirajournals.com
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369485e5-78d9-4695-8ee7-77e624124993.filesusr.com
93 <1%
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Leeds Beckett University on 2022-04-05

94 <1%
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Politeknik Ketenagakerjaan Kemnaker on 2022-07-05

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Sunway Education Group on 2022-07-20

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ebin.pub
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oro.open.ac.uk
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psychologyandeducation.net
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semanticscholar.org
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"Coronavirus Disease 2019 (COVID-19)", Springer Science and Busines...

102 <1%
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British University in Egypt on 2021-06-02

103 <1%
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Habeeb Ur Rahiman, Niyaz Panakaje, Abhinandan Kulal, Harinakshi Su...

104 <1%
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Hamdan Bin Mohammed Smart University on 2021-12-10

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Manchester Metropolitan University on 2021-10-08

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University of Ghana on 2022-04-25

107 <1%
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University of York on 2020-09-14

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docs.edtechhub.org
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eprints.mdx.ac.uk
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ncahec.net
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University of Bolton on 2021-03-25

113 <1%
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eprints.worc.ac.uk
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CSU Northridge on 2021-12-08

115 <1%
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Michael P. A. Murphy. "COVID-19 and emergency eLearning: Conseque...

116 <1%
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Nabil Hasan Al-Kumaim, Abdulsalam K. Alhazmi, Fathey Mohammed, ...

117 <1%
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University of Brighton on 2021-01-06

118 <1%
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University of Winchester on 2022-04-18

119 <1%
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Excluded from Similarity Report

Manually excluded sources

EXCLUDED SOURCES

Submitted on 1686026746526
100%
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ijshr.com
12%
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Excluded from Similarity Report