National University of Computer and Emerging Sciences, Lahore Campus

MG2008 – DATA ANALYSIS FOR BUSINESS-II PROJECT (FALL 2023)

PUNJAB HOSPITAL BEDS STATISTICS

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BBA: 3A BSBA: BSAF:

SUBMITTED TO: MS. AROOSA SAFDAR

SUBMITTED BY: GROUP NO. III

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Submission Date: 27/November/2023

 Abstract

The outbreak of the COVID-19 pandemic has brought about

significant changes to the daily lives of people worldwide, including students. In
response to this, a survey was conducted to investigate the impact of the pandemic
on studies and mental health. The survey collected data from a diverse sample of
students regarding their study habits, mental health, and overall well-being. The
results of the survey revealed that the pandemic had a significant impact on
students’ academic performance and mental health. Many students reported
struggling with managing their time, maintaining focus, and staying motivated due
to the transition to online learning. Additionally, the survey found that students'
mental health had also been adversely affected, with many reporting feelings of
stress, anxiety, and depression. This research highlights the importance of
providing support and resources to students during these challenging times and
sheds light on areas where intervention and support may be most beneficial.
 Acknowledgment

We would like to extend our sincere gratitude to all the students

and people who took the time to complete our surveys and questionnaires and
assisted in making our study project a success. Your engagement and openness to
sharing your ideas and experiences have been really helpful to us and as a result of
your participation, we now have a better understanding of the issue. We sincerely
appreciate all that you have done to assist us in obtaining the information we need
for our project and research. We recognize the importance of your contributions to
the success of our project and are incredibly appreciative and understand how
much time and effort it took to complete the questionnaires. We anticipate that the
results will offer important new information and the conclusions we draw will be
insightful and have a positive influence on the neighborhood and will help the
community in a constructive way. Thank you all once more for taking part in and
making this possible.
TABLE OF CONTENTS

Abstract.................................................................................................................................................2
Acknowledgment...................................................................................................................................3
Introduction...........................................................................................................................................8
What is COVID-19?..........................................................................................................................9
Impact on Studies..............................................................................................................................9
Impact on Mental Health...................................................................................................................9
Literature.............................................................................................................................................11
International Researchers.................................................................................................................11
Research-1..................................................................................................................................11
Research-2..................................................................................................................................11
National Researchers.......................................................................................................................12
Research-1..................................................................................................................................12
Journal of Education and Educational Development...................................................................12
Research-2..................................................................................................................................12
Journal of Affective Disorders.....................................................................................................12
Research-3..................................................................................................................................13
Global Journal of Health Sciences..............................................................................................13
Research-4..................................................................................................................................13
Journal of Educational Technologies System..............................................................................13
Objectives of the Study........................................................................................................................14
Data Collection....................................................................................................................................15
Methodology.......................................................................................................................................15
Questionnaire...................................................................................................................................15
Sample Size.....................................................................................................................................15
Analysis & Results..............................................................................................................................16
Cross-Tabulation.............................................................................................................................16
Joint Probability...............................................................................................................................17
Frequency Distribution....................................................................................................................17
5-Number Summary of Age............................................................................................................18
Conditional Probability....................................................................................................................18
Sample Mean...................................................................................................................................19
Sample Variance..............................................................................................................................20
 Median.............................................................................................................................................20
Mode...............................................................................................................................................20
Average...........................................................................................................................................20
Relative Frequency Distribution......................................................................................................21
Graphical Summaries..........................................................................................................................22
Cross Tabulation..............................................................................................................................22
Frequency Distribution....................................................................................................................23
Tabular Summaries..............................................................................................................................24
Joint probability...............................................................................................................................24
Median.............................................................................................................................................24
Relative Frequency Distribution......................................................................................................25
Conclusion...........................................................................................................................................26
Limitations of the Study......................................................................................................................27
References...........................................................................................................................................28
Evidence of Working...........................................................................................................................29
Questionnaire.......................................................................................................................................38
 LIST OF FIGURES
Figure 1................................................................................................................................................22
Figure 2...............................................................................................................................................22
Figure 3...............................................................................................................................................23
 LIST OF TABLES
Table 1.................................................................................................................................................16
Table 2.................................................................................................................................................17
Table 3.................................................................................................................................................18
Table 4.................................................................................................................................................18
Table 5.................................................................................................................................................19
Table 6.................................................................................................................................................19
Table 7.................................................................................................................................................20
Table 8.................................................................................................................................................20
Table 9.................................................................................................................................................24
Table 10...............................................................................................................................................24
Table 11...............................................................................................................................................25
 Introduction

2019 saw the onset of a horrific pandemic that claimed the lives of
millions and thousands of people worldwide. For over two years, all activity was
halted, and individuals were confined to their houses. People from many walks of
life faced the aftereffects of the calamities that Covid-19 brought with it. Everyone
suffered during the pandemic and even after it ended, including businesspeople,
students, employees of all levels, regular citizens, and people in governmental
positions. As a result, humanity has learned to brace itself for scenarios in which
physical existence ceases to exist and people are compelled to live and work from
home.

Now working and studying from home has both advantages and
disadvantages however, people's mental and physical health might suffer greatly
when they are confined to one location for most of the day. We all understand the
importance of mental health, as well as its benefits and drawbacks. After physical
health, the pandemic had the greatest impact on people's mental well-being. In a
survey conducted by the American College Health Association, 54% of college
students reported increased symptoms of depression and 80% of college students
claimed that the pandemic had worsened their stress and anxiety levels
(Association, 2021).

Education has experienced an unprecedented influence as a result

of the COVID-19 epidemic. Students have encountered particular difficulties
adjusting to a new educational environment as schools and institutions have closed
their doors and moved to online education thus disrupting students' academic
progress. For some students, this adjustment has been difficult and has contributed
to anxiety and stress. According to a survey by the National Centre for Education
Statistics, 94% of schools in the United States used remote learning during the
2019–2020 school year, but many encountered difficulties like limited access to
technology, issues with virtual learning platforms, and decreased engagement
(Education, 2020).

In addition to delaying academic progress, the epidemic has had a

serious impact on students’ mental health all across the world. In another research
from the University of California, Berkeley, students' academic performance
dropped by an average of 0.2 GPA points during the COVID-19 pandemic, with
poor students seeing a greater drop in performance than their advantaged peers and
lead to students not feeling motivated towards studies and depressed (al G. e.,
2020).

Understanding how pandemics affect students’ academic

performance and mental health has thus become more and more important. We ran
an online survey to evaluate the impact of pandemics on students' studies and
mental health to obtain insight into these effects. This study sought to provide a
thorough understanding of how pandemics affect students' academic performance
and well-being to help design appropriate interventions and support services. The
conclusions of the study that was conducted on undergraduates are presented in the
report as follows. Statistical analysis was used for analyzing the data, with its limits
and a conclusion.

What is COVID-19?
Coronavirus disease 2019, commonly known as COVID-19, is a
highly infectious disease caused by the novel coronavirus. The virus was
discovered for the first time in Wuhan, China, in December 2019, and it spread fast
over the world, causing a pandemic. When a person with COVID-19 speaks,
coughs, or sneezes, respiratory droplets are largely released into the air. Symptoms
of COVID-19 can range from mild to severe and include fever, cough, fatigue,
body aches, and loss of smell or taste. Particularly in older persons and people with
underlying medical issues, the virus can in extreme situations result in respiratory
failure, septic shock, and even death.

The 2019 pandemic significantly disrupted normal life as many

nations implemented lockdowns and travel restrictions to stop the virus's spread.
Numerous businesses were forced to close as a result of the pandemic, and
unemployment rates increased. Despite the fact that vaccines have been created to
defend against COVID-19, the pandemic still poses a threat to global health due to
the emergence of new variants and the uneven distribution of vaccines.

Impact on Studies
From kindergarten through university, the COVID-19 epidemic has had a major
impact on students of all ages. Due to the pandemic, there have been severe disruptions
in education, including school closings and the adoption of virtual learning. Students
have had to adapt to new ways of learning, such as attending virtual classes, submitting
assignments online, and taking exams remotely. For students who might not have
access to essential technology or a reliable internet connection, this has presented
difficulties.

The closure of schools has also had significant social and economic impacts,
particularly for families who rely on schools for childcare and access to meals. The
pandemic has brought attention to the inequalities in children's access to education,
particularly those who may not have the same resources as their peers.

Last but not least, the epidemic has affected admissions to colleges and the
administration of standardized tests, creating uncertainty for both pupils and their
families. The pandemic has had a considerable impact on pupils at all levels, but its
long-term repercussions on education and future prospects are yet unknown.

Impact on Mental Health

 People of all ages and backgrounds have been impacted by the COVID-19
epidemic, which has had a large global impact on mental health. Anxiety, sadness,
and other mental health disorders have grown as a result of the pandemic's wide
variety of stresses, including the dread of getting the virus, financial instability,
social isolation, and interruptions to daily life.

The epidemic has presented particular mental health difficulties for

students. Students' regular routines have been interrupted and feelings of social
isolation have worsened as a result of the abrupt switch to remote learning and
social isolation strategies. This can be especially difficult for individuals who
already have mental health problems.

Many students are finding it difficult to adjust to the changing learning

environment, changes to standardized examinations, and changes to the college
admissions process as a result of the pandemic, which has also increased levels of
stress and anxiety related to academic performance.

Additionally, the epidemic has made already-existing disparities in mental

health worse, with less fortunate students struggling more as a result of a lack of
access to services and support for mental health.

It is vital to give students' access to counselling and other mental health

services during this period as well as mental health care in general. Promoting
constructive coping strategies and social support might also lessen the negative
effects of the epidemic on pupils' mental health.
 Literature

International Researchers

Research-1
The impact of Covid-19 on young people with mental health needs

In a survey by the mental health charity YoungMinds, which

included 2111 participants up to age 25 years with a mental illness history in the
UK, 83% said the pandemic had made their conditions worse (Lee, 2020). The
pandemic adversely affected the mental health of students. They did not even
have proper access to a mental health supporter, and some students who were
under special care found it hard to cope with the situation. Especially, those with
autism spectrum disorder and other likely diseases, get short-tempered and
frustrated easily when their routines are disrupted. Hence, their parents were
advised to do special therapy sessions at home (Lee, 2020). Moreover, US
parents have also reported that the closure and social distancing practices due to
Covid-1 have not only impacted the mental well-being of their children but also
that they themselves are not saved from being mentally harmed (CALDERON,
2020). Also, the research has indicated how severely the pandemic has affected
the education of students. Multiple factors combined to give the students a hard
time during their studies. Many schools were even reported to cancel or postpone
the exams due to the lockdown situation. Limited education opportunities, not
having access to the internet, prolonged study hours in front of screens, lack of
physical activities, and learning disruption are among the few factors which were
seen to rise as an effect on the education of students (Alsayed, 2020).

Research-2

According to studies by the United Nations Educational,

Scientific and Cultural Organization (UNESCO), over 800 million learners
from around the world have been affected, 1 in 5 learners cannot attend school,
1 in 4 cannot attend higher education classes, and over 102 countries have
ordered nationwide school closures while 11 have implemented localized
school closure (Johannesburg, 2022). This closure of Institutions and physical
distancing also made the students experience a new phase of learning from
which they were not familiar earlier. This sudden switch in the education
system made the students and teachers wonder if they can continue with their
teaching and study tenures or not. Also, educational institutions have faced
severe cases of absenteeism and staff shortages. People not only lost their jobs
but also found it difficult to regain them throughout the period. Thus, the
pandemic left everyone especially the schools and educational institutions in a
state of decline, and till today some are struggling to get back to their normal
working.
The COVID-19 epidemic has significantly disrupted the
educational system and had a detrimental impact on pupils' academic
achievement. According to a UNESCO survey, school closures have affected
90% of the world's student population, and youngsters have lost an average of
three months of learning as a result of the worldwide epidemic (UNESCO, 2020).
Similarly to this, an Italian study discovered that students' academic performance
significantly suffered as a result of the abrupt switch to remote learning (al,
Debernardi , Mancini, & Mazzoni, 2021). According to the study, students who
were not well prepared for distance learning were more likely to have poor
academic performance.
In addition to the impact on academic performance, the COVID-
19 pandemic has also had a significant impact on student’s mental health. Similar
to this, a Chinese study indicated that the epidemic has increased university
students' psychological discomfort levels (Cao, et al., 2020). According to the
study, female students and those who had personally experienced the pandemic—
for example, those who had contracted COVID-19 or had family members who
did—were more likely to feel depressed.

National Researchers

Research-1
Journal of Education and Educational Development
By: Akhtar & Sheikh

The COVID-19 pandemic has also significantly impacted students

in Pakistan, affecting their academic progress and mental health. According to a
study by Akhtar and Sheikh, remote learning presented a number of difficulties
for Pakistani students, including unreliable internet access, problems with time
management and motivation, and inadequate teacher support (Akhtar & Sheikh,
2020).

Research-2
Journal of Affective Disorders
By: Khalid & Ahmed

In the same way, Khalid and Ahmed's study discovered that the
pandemic has increased Pakistani student anxiety and depression levels.
According to the report, students were especially worried about the pandemic's
uncertainty and how it would affect their academic future (Khalid & Ahmed,
2020)

Research-3
Global Journal of Health Sciences
By: Shaukat

According to a study, Pakistani students from lower

socioeconomic backgrounds have been particularly affected by the pandemic.
Students from lower-income families were more likely to experience difficulties
such as insufficient technology and a lack of study materials (Shaukat, et al.,
2021). Due to the financial and academic effects of the epidemic, these students
were also more likely to feel psychological anguish.

Research-4
Journal of Educational Technologies System
By: Hussain

The shift to online education has had a major impact on Pakistan's

teaching and learning environment. According to a study by Hussain, online
learning has decreased the quality of education since students no longer have
access to interactive learning opportunities and face-to-face interactions with
classmates and teachers (Hussain, Hussain, & Ghafoor , 2020).
 Objectives of the Study

The objective of the study is to investigate the impact of the

COVID-19 pandemic on the studies and mental health of students. The purpose
of the study is to gather information from students at various educational levels in
order to determine how the pandemic has impacted their academic performance,
learning opportunities, and mental health. We seek to understand the difficulties
students have encountered and the manner in which they have handled the
pandemic's effects through data gathering from students. This study aims to offer
useful insights into how the pandemic has impacted students' learning
experiences and general well-being by analyzing the data acquired. Our mission
is to advance knowledge of the pandemic's effects on students and to educate
educational institutions about how to better serve students in difficult situations.
 Data Collection

Data collection is a critical component of any research project and

involves gathering information or data on a specific topic or research question. It
is a crucial stage that aids with the appropriate analysis and interpretation of
study data. Depending on the type of research being conducted and the resources
at hand, different data collection techniques may be used. Observations,
experiments, interviews, surveys, and other techniques are a few of the ones that
are frequently employed. With the help of an online survey, we were able to
reach a sizable sample of students from multiple educational institutions for this
study. The COVID-19 pandemic's effects on student’s academic performance and
mental health were the focus of the survey's questions, which were created to
gather important data.

Methodology

Questionnaire
A study technique used to get information from people on a
specific subject is the use of questionnaires. They typically consist of a series of
standardized questions that are arranged to enable the gathering of quantitative or
qualitative data. There are many ways to administer questionnaires, including by
phone, online, or hardcopy. The respondents are supposed to read, comprehend and
give their responses, in the space provided.
We used Google Forms to run an online survey to gather data for
the purpose of this study. We created a survey to help us gather information on
how the COVID-19 pandemic affected students' academic performance and mental
health. The survey link was distributed across various universities, and students
were invited to participate voluntarily. No matter where they were located or what
level of education they had, using an online platform like Google Forms enabled us
to reach a bigger sample size of students and made managing data simpler. We
made sure the survey questions were clear, concise, and simple to read and
understand. We also made sure to incorporate safeguards to protect participants'
identity and privacy.

Sample Size
We conducted our survey on 50 people of different ages ranging from 15-
18, 18-22, and 22+. Our main purpose was to target the students as we are studying
pandemics impact on studies and the mental health of students.
 Analysis & Results

Cross-Tabulation
We asked the students about have they ever experienced increased
anxiety during the pandemic and if the pandemic had any negative impacts on their
studies. To know about this combined we perform analysis by using cross
tabulation as it will be the appropriate method. Below is the analysis of it.

Cross-Tabulation

Negative effect on studies

Anxiety during Neutral No Yes Grand Total

pandemic

Neutral 6 7 13

No 2 6 9 17

Yes 4 16 20

Grand Total 12 6 32 50

Table 1

Interpretation:
Through this analysis, we got to know that about 16 out of 50
students experienced both increased anxiety and the negative impact of the
pandemic on studies. However, 6 out of 50 students did not experience either of
them. Next 9% of the students only experienced negative effects on studies
whereas 6% were neutral about their response.

We asked another set of similar two questions from the students

that whether they were satisfied from studying from home and if they were
satisfied with the responses of their institutes during pandemic. To analyze this set
of data once again cross tabulation is a suitable method. Below is the analysis:

Cross Tabulation
 Satisfied Responses of their institutes
with

Studying Very Satisfied Neutral Dissatisfied Very Total

from home Satisfied Dissatisfied

Very 2 0 1 0 0 3
Satisfied

Satisfied 2 4 3 5 3 17

Neutral 2 4 4 9 1 20

Dissatisfied 0 0 4 4 1 9

Very 0 1 0 0 0 1
Dissatisfied

Total 6 9 12 18 5 50

Interpretation:
From the above analysis it is clear that only 2% of the students
were “very satisfied” with both our conditions about being “satisfied” with
studying from home and from their institutes. About 4% were “satisfied”, 4% were
neutral, 4% were completely “dissatisfied”, and 0% were “dissatisfied” with both
of them.

Joint Probability
Joint Probability

Difficulty focusing on studies

Gender Agree Strongly Disagree Strongly Neutral Total

Agree Disagree

Male 7 3 2 1 1 14

Female 22 10 0 0 4 36

Total 29 13 2 1 5 50

In order to know which gender faced the most difficulty in terms

of studies during the pandemic we opted for this method of analysis. Below is the
analysis:

Joint Probability
Gender Agree Strongly Agree Disagree Strongly Neutral
Disagree
Male 0.14 0.06 0.04 0.02 0.02 0.28
Female 0.44 0.2 0 0 0.08 0.72
Total 0.58 0.26 0.04 0.02 0.1 1
Table 2

Table 3

Interpretation:
It can be seen that probability of females who found it difficult to
focus on their studies during the pandemic is more than that of males. There is a
probability of only 0.1 that students are neutral where they neither found it
difficulty in focus nor easy. Probability of students strongly agreeing that they
found it difficult to study is more than that of the probability of students who
strongly disagree with the asked question.

Frequency Distribution
We asked the students if they faced challenges in continuing their
studies during the pandemic by giving them 3 simple options. To know more about
what exact percentage of the students faced challenges we used this method.

Challenges in Continuing Studies

Options Frequency Relative Percentage

Frequency Frequency

Yes 36 0.72 72%

No 6 0.12 12%

Neutral 8 0.16 16%

Total 50 1 100

Table 4
 Interpretation:
It can be seen that 72% of the students suffered from different
types of challenges during the pandemic where as 12% of the students did not
faced any.

5-Number Summary of Age

Mean Age 20.32

Median 20

Mode 18

Q1 12.75 = 13 = 19

Q3 38.25 = 39 = 22

Largest 26

Smallest 15

Table 5

Conditional Probability
We wanted to know the probability that a female student got a
CGPA of 3.5 during pandemic. So we used the conditional probability for that. Our
question was given the gender is female. What is the probability she scored a
CGPA of above 3.5 during pandemic?

CGPA during pandemic

Male Female
Above 3.5 (A) 5 9 14
Above 2.5 (B) 2 4 6
Above 3 (C) 4 15 19
Below 3 (D) 2 4 6
Above 2 (E) 1 4 5
Total 14 36 50
Table 6
So from this table, P (F | A) = 9 / 14 = 0.64
 Similarly, we can calculate that given the gender is male. What is
the probability he scored a CGPA of above 3.5 during the pandemic?

P (M | A) = 5 / 14 = 0.36

Interpretation:
It can be seen that the probability of females scoring a CGPA of
above 3.5 during the pandemic is 64% which is higher than that of males i.e. 36%.
So, more females scored a higher CGPA than males during the pandemic.

Sample Mean

Difficulty in falling asleep due to stress

Class Mid-Point Frequency Fi*Mi

1-2 1.5 22 33

3-4 3.5 10 35

5-6 5.5 7 38.5

7-8 7.5 11 82.5

Total 50 189

Table 7
Sample Mean = Sum of Fi*Mi / N
= 189/ 50 = 3.78 is the sample mean.

Sample Variance

Difficulty in falling asleep due to stress

Class Mi Fi Mi - x (mi-x)2 Fi*
(Mi-x)2

1-2 1.5 22 -187.5 35156.2 773437.5

5

3-4 3.5 10 -185.5 34410.2 344102.5

 5

5-6 5.5 7 -183.5 33672.2 235605.75

5

7-8 7.5 11 -181.5 32942.2 362364.75

5

Total 1405818.5

Table 8
Sample variance = Fi*(Mi-x)2 / N - 1 = 1405818.5/ 49 = 29690.17

Median
Applying median on how has pandemic affected your academic
performance. Below is the analysis:

Not at all 3

Slightly 15

Moderately 12

Very Much 17

Extremely 3

Table 9
3, 3, 12, 15, 17

The median is 12

Mode
The most frequent answer given by students was “Very Much”

Average
3+15+12+17+3 / 5 = 10

3+15+12+17+3 / 2 = 25

Relative Frequency Distribution

In order to know about the covids impact on student’s mental
health we asked them about their sleep patterns. We gave them 5 simple options
and asked about it. Below is the analysis of the data:
 Effect on Sleep Pattern During Pandemic

Options Frequency Relative Percentage

Frequency Frequency

Strongly 14 0.28 28%

Agree

Agree 14 0.28 28%

Neutral 8 0.16 16%

Disagree 12 0.24 24%

Strongly 2 0.04 4%
Disagree

Total 50 1 100%

Interpretation:

It can be seen from the above analysis that about 56% of the
students agreed that pandemic affected their sleep patterns whereas 28% of them
disagrees with it. in our sample, 16% were neutral about their stance.

Graphical Summaries

Cross Tabulation
 Anxiety during pandemic

13

20

17

Yes No Neutral

Figure 1

Satisfaction with studying from home & institutes response

Very Satisfied Satisfied Neutral Dissatisfied Very Dissastisfied

Figure 2

Frequency Distribution
 Challenges in Continuing Studies

Yes No
36
Neutral

Figure 3

Tabular Summaries
 Joint probability

Difficulty focusing on studies

35

30

25

20

15

10

0
Agree Strongly Agree Disagree Strongly Disagree Neutral

Table 10

Median

Effect on academic performance

18

16

14

12

10

0
Not at all Slightly Moderately Very Much Extremely

Table 11

Relative Frequency Distribution

 Impact on Sleep

Strongly Disagree

Disagree

Neutral

Agree

Strongly Agree

0 2 4 6 8 10 12 14 16

Table 12

Conclusion
 After conducting a research study on the impact of the COVID-19
pandemic on students' studies and mental health, it is clear that the pandemic has
had a significant and negative impact on these areas. The survey data collected
from a diverse sample of students revealed that many students struggled with the
transition to online learning, which had a detrimental effect on their academic
performance. Furthermore, students reported increased levels of stress, anxiety, and
depression, highlighting the impact of the pandemic on their mental health.

These results highlight the need of providing students with

ongoing assistance and resources during these trying periods. Universities and
educational institutions need to think about putting in place measures that address
the particular difficulties that students encounter, like offering services for mental
health, enhancing accessibility to technology and resources, and creating flexible
and accommodating academic procedures. The findings of this study shed
important light on the pandemic's effects on students and can be used to build
policies and interventions that promote student well-being in emergency situations.
In the end, it is critical to put kids' mental health and wellbeing first in order to
ensure their success and resilience throughout the pandemic and beyond.
 Limitations of the Study

In our study, the depth of the research, the density of the

population sample, and the restrictions on the study's scope are used to determine
the research's limits in relation to the influence of the pandemic on students' mental
health. As merely only a handful of university students' data had been collected for
our study, with more sample data coming from one prominent university, our study
was limited by a small sample size. In addition, we used self-reported data, which
is vulnerable to social desirability bias and recall bias. Furthermore, our study did
not take into account how distinct pandemic effects would affect youths based on
their race, ethnicity, socioeconomic level, or region.
The effects of pandemics on students' academic performance and
mental health may continue to vary as the situation changes, which is another
limitation of our study. Moreover, the short schedule was a significant obstacle that
prevented the collection of more sample data.
Lastly, the research is restricted to a certain research niche since
the majority of the questions have scale-based responses, and just a handful of
them have numerical ones. Also, there have been a lot of earlier studies conducted
on the subject, and this study has managed to add another side to the collection of
knowledge.
To conclude, despite these drawbacks, our research offers
pertinent and reliable conclusions on the subject at hand and sheds light on the
effects of pandemics on students' academic performance and mental well-being. It
also emphasizes the need for more research and assistance for students in times of
crisis.
 References

Akhtar, S., & Sheikh, Z. (2020). Challenges and Opportunities for Remote Teaching and Learning
During the COVID-19 Pandemic in Pakistan. Journal of Education and Educational
Development, 191-207.

al, B. e., Debernardi , A., Mancini, A., & Mazzoni, E. (2021). How Covid-19 has changed Italian school
life: analysis of a national survey. International Journal of Educational Research.

al, G. e. (2020).

Alsayed, A. O. (2020). Journal of Education and Practice. Impact of Coronavirus Pandemic on

Education , 14.

Association, A. C. (2021).

CALDERON, V. J. (2020, 06 16). U.S. Parents Say COVID-19 Harming Child's Mental Health. Retrieved
from Gallup: https://news.gallup.com/

Cao, W., Fang, Hou, G., Han, M., Xu, X., Dong, J., & Zheng, J. (2020). The psychological impact of the
COVID-19 epidemic on college students in China.

Education, U. d. (2020).

Hussain, S., Hussain, I., & Ghafoor , A. (2020). Challenges and Opportunities of Online Learning
during the COVID-19 Pandemic: A Pakistani Perspective. Journal of Educational Technology
Systems, 49(1), 130-145.

Johannesburg. (2022, March 18). Urgent Action Required to curb learning disruption. Retrieved from
global campaign for eductaion: https://campaignforeducation.org/

Khalid, I., & Ahmed, I. (2020). Depression, anxiety, stress, and their associated factors among
medical students during the COVID-19 pandemic in Pakistan. Journal of Affective Disorders,
275, 510-515.

Lee, J. (2020, April 14). The Lancet Child and Adoloscent Health. Retrieved from thelancet:
https://www.thelancet.com/

Shaukat, S., Ali, H., Razzak, S., Shabbir , M.F, & Abbas, F. (2021). Impact of COVID-19 on the
Psychological Well-being of University Students in Pakistan. Global Journal of Health Science,
13(3), 1-12.

UNESCO. (2020). Education: from school closure to recovery. Retrieved from

https://en.unesco.org/covid19/educationresponse
Evidence of Working
Questions
 Questionnaire

FAST-NUCES
Pandemics Impact on Studies and Mental Health

SURVEY
Semester: Department:

Name:

Age: Gender:
Please rate the following items on a scale from 1 to 5, with 1 being “strongly
disagree”, and 5 beings “strongly agree”.

1. The pandemic made it difficult to focus on studies

1 2 3 4 5

2. I have felt isolated or lonely during the pandemic

1 2 3 4 5

3. The pandemic has increased my anxiety levels

1 2 3 4 5

4. Has the pandemic affected your sleep patterns?

1 2 3 4 5

5. I felt comfortable seeking mental health support during the pandemic.

1 2 3 4 5

Please rate the following items on a scale from 1 to 5, with 1 being “Very dissatisfied”, and 5
being “very satisfied”.

6. How satisfied are you with the government’s response to mental health problems faced by students?
1 2 3 4 5

7. How satisfied are you with the overall response of your institution to the COVID-19 pandemic?
1 2 3 4 5

8. How satisfied were you with studying from home?

 1 2 3 4 5

9. How satisfied are you with the mental support provided by your family and friends during the
pandemic?
1 2 3 4 5

10. How satisfied are you with the support or resources provided by your educational institute during the
pandemic?
1 2 3 4 5

11. Have you experienced any of the following during the pandemic?

a. Anxiety b. Depression c. Sleep disturbance d. Difficulty concentrating e. None

12. How has the pandemic affected your mental health?

a. Not at all b. Slightly c. Moderately d. Very much e. Extremely

13. How has pandemic affected your academic performance?

a. Not at all b. Slightly c. Moderately d. Very much e. Extremely

14. What was your GPA during the pandemic?

a. Above 3 b. Above 3.5 c. Below 3 d. Above 2.5 e. Above 2

15. What was your GPA after the pandemic?

a. Above 3 b. Above 3.5 c. Below 3 d. Above 2.5 e. Above 2

16. Have you experienced increased anxiety during the pandemic?

a. Yes b. No c. Neutral

17. Has the pandemic negatively affected your studies?

a. Yes b. No c. Neutral

18. Have you faced challenges in continuing your studies during the pandemic?

a. Yes b. No c. Neutral

19. On a scale of 1-5 how will you rate your mental health during the pandemic?

a. Excellent b. Good c. Fair d. Poor e. Very poor

20. How many hours per day do you spend on studies during the pandemic?

a. 0-2 b. 1-3 c. 3-5 d. 5-7 e. 7+

21. How many hours per day you spent on screen (TV, social media)?

a. 0-2 b. 1-3 c. 3-5 d. 5-7 e. 7+

22. How many times per day have you had difficulty falling asleep due to pandemic-related

stress?

a. 0 times b. 1-2 times c. 3-4 times d. 5-6 times e. 7 times or more