2b1b58f2 How To Write A Report Soc

Covid-
2022/2023
index
Impact the virus has had
As young scholar I noticed not just in my school but in other schools as
well. That the marks and sport teams are not nearly as ful or good as
before the pandemic and thus decided to find a way to fix this problem.
North West, Klerksdorp
Luhan Erwee
Grade. 11
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1.
Abstract__________________________________
__________(p.1-11)
2.
Introduction_______________________________
_________(p.12-13)
3. Background
knowledge____________________________(p.14
-17)
4.
Problem__________________________________
__________(p.18-19)
5.
Aim/goal_________________________________
___________(p.19-21)
6.
Hypothesis________________________________
_________(p.22-24)
7.
Method___________________________________
__________(p.25-32)
8.
Variables__________________________________
_________(p.33-35)
9. Data-Analysis
(Graphs)____________________________(p.36-
48)
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10. Conclusion____________________________
_____________(p.50-57)
11. Limitations____________________________
_____________(p.58-60)
12. Further
research_________________________________(p
.61-63)
13. Sources_______________________________
_____________(p.64-66)
14. Acknowledgements______________________
_________(p.67-68)
15. Purpose
(aim)_____________________________________
_(p.69-70)
16. Pictures_______________________________
____________(p.71-73)
17. Project
Summary_________________________________
_(p.74-94)
18. Permission letter___(Not added, handwritten
document)
19. Questionnaire__________________________
__________(p.96-105)
Project Report: Impact of COVID-19 on
High School Learners' Well-being
Introduction:
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The COVID-19 pandemic disrupted various aspects of society,
including education. The academic and emotional development of
Grade 9, 10, and 11 learners at Hoërskool Schoonspruit was
significantly affected by prolonged lockdowns and restricted
learning environments. This study aims to explore the massive
effects of the pandemic on learners' well-being, including academic
performance, physical activities, emotional states, social
interactions, and cultural experiences.
Research Objectives:
The research objectives include:
Identifying areas of developmental needs based on age- and grade-

related milestones.
Understanding reasons for non-achievement of developmental
milestones during and after the pandemic.
Exploring developmental enablers and strategies to address the
backlog caused by the pandemic.
Literature Review:
The study draws inspiration from existing research on the impacts

of COVID-19. It acknowledges the pandemic's effects on various
sectors and references studies on businesses, community
dynamics, and mental health. The study critically reviews sources
from the International Labour Organization, COVID-19 Data
Repository by the University of Oxford, New England Journal of
Medicine, and The Lancet, among others. These sources contribute
to the study's accuracy and provide a broader perspective on the
pandemic's impact.
Methodology:
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Sample: The study focused on Grade 9, 10, and 11 learners from
Hoërskool Schoonspruit. Out of 500 students, 472 participated in
the study.
Data Collection: The research employed questionnaires to gather

information on various aspects of learners' experiences, including
physical activities, academic performance, emotional well-being,
social interactions, and cultural practices.
Data Analysis: Data collected was processed and analyzed using a

Delphi program, allowing for efficient management and
interpretation of the information. Graphs were used to visualize the
results, enabling easy comprehension of trends and patterns.
Results and Conclusions:
Physical Activities: During the lockdown, many learners'

participation in sporting activities significantly decreased. More than
half of the participants reported reduced physical activity levels
even after the lockdown ended.
Academic Performance: A substantial number of learners

experienced a drop in academic performance. Challenges included
loss of motivation, adaptation to online learning, and outdated
teaching methods. However, some students managed to adapt
successfully.
Emotional Well-being: Learners' emotional well-being experienced

a decline during the lockdown, with many reporting feelings of
unhappiness, stress, and anxiety. The passing of loved ones
contributed to these emotional challenges.
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Social Interactions: Social behaviors and friendships were affected,
with over half of the participants indicating changes in friend groups
and social circles. Many reported a decline in their social lives.
Cultural Practices: Learners' engagement in religious activities

increased during the lockdown but decreased afterward. This
reflects the fluctuating nature of cultural practices during the
pandemic.
Recommendations:
Develop targeted interventions to address the negative impact on

physical activities, including promoting exercise routines and active
participation.
Enhance online learning methods and incorporate students'
preferences for physical classes to support their academic
performance.
Implement mental health programs and support systems to address
emotional challenges and promote well-being.
Foster social support systems to help students rebuild social
connections and friend groups.
Encourage the continuation of cultural practices through innovative
strategies, both online and offline.
Limitations:
The study has several limitations, including a sample size that may
not be fully representative and the absence of a pre-pandemic
baseline for comparison. The study's focus on specific grade levels
may limit its generalizability, and the subjective nature of emotional
well-being assessment warrants caution.
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Future Research:
Future research could expand the sample size to improve
representativeness, incorporate a control group for comparison, and
adopt a longitudinal approach to capture changes over time. Mixed
methods and multivariate analysis could provide deeper insights
into students' experiences, and exploring subgroups and
intervention effectiveness would contribute to a more
comprehensive understanding.
Conclusion:
The study sheds light on the significant impact of the COVID-19
pandemic on Grade 9, 10, and 11 learners' well-being at Hoërskool
Schoonspruit. It highlights the challenges they faced in terms of
academic performance, physical activities, emotional well-being,
social interactions, and cultural practices. The study's findings
provide valuable insights into areas that require targeted support
and interventions to ensure a balanced and healthy development
for young learners. As we navigate the post-pandemic era, it is
imperative to address these challenges and create a conducive
learning environment for the future leaders and scholars.
FURTHER EXPLANATION BELOW!!
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Problem:
The COVID-19 pandemic has had a profound impact on high school learners at
various levels, including socially, emotionally, academically and Physically. It is
important to study the impact of Covid-19 on these learners to gain a better
understanding of the challenges and needs they are experiencing.
By understanding this impact, appropriate support, resources and strategies can be
developed to address the challenges and promote healthy development and well-
being of learners amid the ongoing pandemic. (the negative values of the pandemic
are all ongoing factors).
Purpose:
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The “aim” of this study is to investigate the impact of COVID-19 on young learners'
emotional, social, academic and physical wellbeing using questionnaires and a
Delphi program to process the data.
The study aims to illustrate the negative impact of the pandemic in these areas and
to identify solutions to address these challenges and support learners.
The percentage of learners that have experienced an increase in emotional stress

and anxiety as a result of the pandemic increased the percentage of learners who
reported that their social interaction and connection with partners and friends
decreased because of the limitations increased.
The statistics from the study will serve as a quantitative account of the impact of
COVID-19 on learners' well-being. The findings will explain the challenges and
needs of learners in the respective areas and highlight the seriousness of the
situation. This will create an awareness of the need to attend to the recovery of
learners and the implementation of support measures.
The aim of the study is to offer guidelines and suggestions for correcting the impact
of COVID-19 on young learners. This will help identify solutions, such as
implementing mental health programs, social support systems, adapting teaching
methods and promoting physical activity.
Method:
[1] Target group

Gr.9,10 AND 11 learners from Hoërskool Schoonspruit.
[2] Questionnaires
472 filled in out of 500.
[3] Data collection
Graphs drawn up by using information from data collected.
[4] Database
Database designed in Access and coded in Delphi.
[5] Delphi Program
Database manipulation in Delphi through the use of code.
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[6] Design
Colourful project design with sketch of covid virus. Use of carefully researched
questions in the design of my questionnaires.
[7] Data analysis and interpretation
Data analysed and results shown on graphs.
The findings was carefully interpreted and discussed to provide a clear explanation
of the impact.
The study "CoviKids Chronicles" aims to gain a holistic understanding of the impact
of COVID-19 on young learners using questionnaires and a Delphi program. It
strives to identify the challenges and suggest possible solutions to support the
learners and help them return to a healthy and balanced lifestyle.
Data:
- All information where collected and manipulated over a time frame of two
years. (2022/23).
Results and conclusions:
Physical exercise before the lockdown: 118(25.93%) learners indicated that they had
"always" participated in sporting activities. During the lockdown, 177 (38.82%) did
not participate in any sporting activities. The result on question 31 differs where even
45,20% indicated that they did not exercise in any way during the lockdown. This
reduction in activity is also visible after the lockdown as 251(53,52%) learners are
less active than they were before the lockdown. On question 4.1, 258(60.77%) of the
learners indicated that they are not at the same level of physical activity now after
the lockdown. Only 80(17,74%) of the learners indicated in question 4.2 that they are
not trying to restore their level of activity, yet the rest of the learners are attempting to
be active again.
Academy: 182(47.15%) of the learners' marks dropped after the lockdown. Only
80(20.72%) learners marks remained the same, and (123)31.87% of the learners
said their marks had improved. 37(8,20%) of the learners were not driven to perform
academically before the pandemic. 357(75,48%) of the learners feel that the
lockdown had negatively affected their academic performance.
The most common reason given was that learners feel that COVID-19 has made
them lazy and that they experienced a loss of motivation and drive. Although the
majority were able to adapt to a change in teaching methods, 216(46.06%) of the
learners experienced it as out dated. Physical classes were in general preferred over
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online classes (question 8.1). 264(56.29%) learners said their academic
performance was not on the same level as it was before the pandemic.
Religion: More learners were involved in religious practices during the lockdown than
before the lockdown. (Questions 10, 11). Yet, in the wake of the pandemic, fewer
learners were involved in religious practices (question 12).
Emotionally: 362(77.18%) of the learners were satisfied with their life before the
lockdown. During the lockdown, 275(58,68%) of the learners were not satisfied with
their lives, and after the pandemic 292(62.26%) of the learners indicated that they
were satisfied with their lives. There is therefore an overall drop of 14,92% in the
overall sense of satisfaction among learners.
The majority of learners indicated that they felt depreciative and substantiated this as
a reason: During the lockdown, 284(60.55%) were not happy because "I couldn't see
my friends" and "I struggled with eg. stress, anxiety, loss, etc as the most common
reasons. Many learners were affected by the passing of loved ones (53.09%). The
feeling of the learners in general was that the lockdown had affected them negatively
(51.17%, question 19).
A cross-examination (question 28) confirms this result as 53.52% indicated that the
lockdown did affect them. Reasons for this according to the learners, is that they feel
that they have lost motivation and drive, and that their friends have changed circles.
293(62.47%) of the learners indicated that now, after the lockdown, they feel happy.
50.11% said the pandemic had affected their sense of happiness – and 49.89% felt it
hadn't. Socially more learners indicated that their social behaviour were not changed
by the pandemic (53.73%) and 46.27% of learners' social behaviour was affected by
the pandemic. The majority (54.79%) of the learners feel that they have experienced
a decline in their social life as a result of the pandemic.
Only 28.32% of learners feel that the pandemic had not changed their position with
their peers. The rest feel that there had indeed been a change.
Cross-examination (question 34) confirms this. Learners were mostly emotionally

supported by friends and parents. In terms of substance abuse, energy drinks were
most commonly used before, during and after the pandemic. Yet there is a decline in
drinking energy drinks now following the pandemic. The reason for this is unknown.
The use of stimulants in general may be underreported as learners may feel

exposed.
Variables:
In the study "CoviKids Chronicles" several variables were examined to determine the
impact of COVID-19 on young learners.
The following variables are included:
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Participation in sport activities:
This included changes in the involvement of learners in sports activities before,
during and after the lockdown. The extent to which the lockdown restricted
participation in sport as well as the reasons behind it, were investigated.
Academic performance:
The study focused on changes in the academic performance of learners before,
during and after the lockdown. The influence of “changed” teaching methods and the
perceptions of learners about the impact of the lockdown on their studies were
investigated.
Religious Activities:
The study included changes in participation in religious activities before, during and
after the lockdown. The impact of the lockdown on learners' spiritual and spiritual
wellbeing was determined.
Emotional wellbeing:
The study investigated the changes in learners' emotional wellbeing before, during
and after the lockdown. The impact of the lockdown on happiness, depreciation and
the experience of emotional challenges (such as loss of loved ones and absence of
friends) was evaluated.
Social behaviour:
(changes in learners' social behaviour before, during and after the lockdown was
investigated. The impact of the lockdown on learners' social life, including changes in
friend groups and the use of energy drinks, was analysed.
By investigating these variables, the study to provide a holistic picture of the impact
of COVID-19 on young learners' lives. It provided an opportunity to identify areas of
challenge and suggest possible solutions and recommendations to support learners
and help them return to a balanced lifestyle.
Research plan:
My research was done with grade.9,10 and 11 high school learners from Hoërskool
Schoonspruit by using questionnaires. I focused on a lot of areas, but the main
research questions are as described below, to important to just ignore. The main
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research question is: What can be done to address the backlog on learners
development milestones to recover the lost time and opportunities during the
lockdown period? I proved and answered my main research question by focusing on
sub questions. Each of these research questions are based on 1 of 5 main factors
that could have effected young students. These 5 factors include: The focus on
learners academic performance, physical performance, social development,
emotional well-being and culture. Look at the following paragraph for more
information on the different research questions.
My sub-research questions were as follows:
What do you think can be done to address the physical restrictions that the
quarantine had on school children?
Were you able to participate in sporting activities during the quarantine period?
Did you participate in any sporting activities before quarantine?
What relation is there to sporting activities before and after quarantine?
Are you interested in catching up on your sporting activities after the quarantine
period?
If you did not participate in any sporting activities during the quarantine period, do
you feel that it effected you physically?
If non participation effected you, how did it effect you?
What was you’re experience regarding physical education presentation of lessons to
online presentations of lessons?
Did you feel that the change to online lessons effected your learning/ concentration
abilities?
Were you more motivated to study before or after lockdown?
Were you able to participate in online lessons?
Did the physical restrictions of quarantine effect you mentally?
Did you cope with the change in teaching method from physical to online teaching?
Did you receive any mental support from your teachers or peers during this
quarantine period?
Did your feelings/perceptions/self esteem changed from before to after the
lockdown?
Did your social habits changed from before quarantine and after?
Was it easier to interact socially before or after the quarantine period?
Were you able to interact socially during quarantine?
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Did your friendships change from what it was before and after quarantine?
How did you manage the changes in spiritual well being during and after the
quarantine period?
Were you able to continue with your spiritual activities at home?
Back up with literature:
Dr. Gail E Wyatt, Mental Health ramifications of Covid-19 pandemic.
Solutions for the problem:
- Approache foundations for financial assistance where children can be

assisted in their learning process.
- Give grants to parents of school going youths.
- Technology.
The purpose of this study:
To identify and explore possible remedial actions that can be addressed in the after
math of the Covid-19 pandemic at Schoonspruit High School.
Aim of this study:
To contribute to knowledge on performance and growth of learners development and

quality of life at Schoonspruit High School post Covid-19. The study will thus focus
on, how (the learners’ of Schoonspruit High School) experienced the period of
lockdown during the pandemic. It will also focus on the impact it had on their
physical, emotional, educational, social and spiritual well being and how they
experience the “New normal” since the returned to the school.
Key words:
SARS-CoV-2
Coronavirus
Infectious illness
Scholars
Physical
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Educational
Quarantine
Pandemic
Hemagglutinin esterase (He)
Spike glycoprotein (S)
Research Objectives:
The main research objectives is to develop a framework that addresses the areas of
development that lack performance due to non attendance of school. This will be
achieved through the following sub research objectives.
- Research Objective 1:
Identify the areas of developmental needs presented by literature on learners
age-and grade required milestones.
Identify the reason for non achievement of the milestones linked to the
required performance.
Explore the and identify the developmental enablers on addressing the
backlog.
Establish the way forward to enable the learners performance.
[Take a closer look at method for answers and resolved statistics]

The limitations I noticed while finishing my research project:
The study mentioned has several limitations that should be taken into consideration:
Sample size and representativeness: The study does not provide information about
the size of the sample or the demographics of the participants. Without a
representative sample, the findings may not accurately reflect the experiences of all
Grade 9, 10, and 11 students. It is possible that the sample was biased or limited to
a specific geographic area or school.
Lack of pre-pandemic baseline: The study focuses on the impact of COVID-19 on

students but does not provide a comparison with pre-pandemic data. Without a
baseline measure of students' academic, social, emotional, and sporting experiences
before the pandemic, it is challenging to determine the extent of the pandemic's
influence accurately.
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Generalizability: The study's findings are limited to Grade 9, 10, and 11 students and
may not be applicable to students in other grade levels or educational contexts. Each
grade level may have unique circumstances and challenges that could affect the
results differently.
Lack of control group: The study does not include a control group of students who
did not experience the pandemic-related disruptions. A control group would have
provided a basis for comparison to isolate the specific effects of the pandemic from
other potential factors.
Temporal limitations: The study's data may reflect the experiences of students during
a specific time period, but it does not account for potential changes or developments
that may have occurred after the data collection. The long-term effects of the
pandemic on students' academic, social, emotional, and sporting well-being may
continue to evolve over time.
Subjectivity of emotional well-being measures: Assessing students' emotional well-

being is inherently subjective, as it relies on self-perceptions and self-reported
emotions. The study's findings on emotional impact should be interpreted with
caution, considering the subjective nature of these measures.
Limited scope of variables: The study primarily focuses on academic, social,

emotional, and sporting aspects and may not capture the full range of factors that
could be influenced by the pandemic. Other variables, such as family dynamics,
access to resources, and mental health, could also play a role in students'
experiences and outcomes.
Considering these limitations, it is important to interpret the study's findings with

caution and recognize the need for further research to provide a more
comprehensive understanding of the impact of COVID-19 on high school students.
Based on the limitations identified in the study mentioned above, here are some
recommendations for further research:
Representative sample: Conduct research with a larger and more diverse sample of
Grade 9, 10, and 11 students from various schools and geographic locations. This
would provide a more representative picture of the experiences and perceptions of
students regarding the impact of COVID-19.
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Longitudinal study: Conduct a longitudinal study that collects data over an extended
period, including pre-pandemic, during the pandemic, and post-pandemic periods.
This would allow for a more comprehensive understanding of the long-term effects of
the pandemic on academic, social, emotional, and sporting aspects.
Control group: Include a control group of students who did not experience the
pandemic-related disruptions. A comparison between students who were and were
not affected by the pandemic would help isolate the specific effects of the pandemic
from other confounding factors.
Mixed methods approach: Combine quantitative data collection with qualitative

methods, such as interviews or focus groups, to gain a deeper understanding of
students' experiences, perceptions, and the contextual factors that influenced their
responses. This would provide richer insights into the impact of the pandemic on
various aspects of students' lives.
Multivariate analysis: Conduct multivariate analysis to examine the interaction and

combined effects of multiple variables, such as academic performance, social
interactions, emotional well-being, and sporting participation. This would allow for a
more nuanced understanding of the interconnectedness of these factors and their
relationship with the pandemic.
Comparison across grade levels: Explore the impact of the pandemic on students
from different grade levels, including lower and higher grades. Comparing the
experiences and challenges faced by students at different stages of their high school
education would provide a more comprehensive understanding of the unique effects
of the pandemic on each grade level.
In-depth exploration of specific subgroups: Investigate the experiences of specific

subgroups, such as students with diverse socioeconomic backgrounds, students with
special educational needs, or students from different cultural backgrounds. This
would provide insights into the differential impact of the pandemic on these
subgroups and inform targeted interventions and support strategies.
Intervention effectiveness: Evaluate the effectiveness of different interventions and

support mechanisms implemented during the pandemic to mitigate the negative
impact on students. This could include examining the outcomes of online learning
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programs, mental health support services, or alternative sports and extracurricular
activities.
By addressing these recommendations in future research, we can gain a more

comprehensive understanding of the impact of the COVID-19 pandemic on high
school students and inform evidence-based strategies to support their academic,
social, emotional, and sporting well-being.
INTRODUCTION
N
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Introduction.
The COVID-19 pandemic had far-reaching consequences across various aspects of

society, like education. Among the most significantly affected are Grade 9, 10 and 11
learners of Hoërskool Schoonspruit. Their development milestones have been
disrupted and challenged by the prolonged lockdown period and restricted learning
environments.
I decided to do a study to prove that the MASSIVE effects, that are clearly visible
EVERYWHERE you go, are the after effects of the covid-19 pandemic. Everywhere I
go, I noticed children smoking, vaping and drinking alcohol, but not all of them show
the effects so visibly. Some students experience depression, anxiety, or over all
sadness. We all see these effects but reasoning that covid, is a thing of the past. I
beg the differ, for the effects scream out louder and louder every day.
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The academic performance of the high school learners have decreased with more
than 30%. The problem is that, we know that the marks have dropped, but we must
go on with our life’s without ever catching up on the missed information. We as
students don’t have the basic “Information” on certain topics and therefore struggle
more. I can clearly see the effects on children my age (NOT just from my school, but
all schools). According to Erica Jongh(raadgesertifiseerde kardioloog From the
university of CapeTown) study the use of drugs and vaping increased over the past
3 years. The article was posted on Maroelamedia in 2020. Children, according to my
study use these drugs as a coping mechanism to deal with the stress of their
everyday life.
My study focused on 5 factors. The academic performance of young scholars, their

ability and involvement in sport, the effects the virus had on their social life’s (It was
shocking to see, that more than 60 % of theses scholars lost friends or their friend
groups changed, the emotional wellbeing of students and culture.
I used the Delphi programming language to write a program to easily work through
all my infromation without having to draw 50 graphs by hand. My next step will be to
improve security in the database and increase the use of valid data. (More data will
be used from other schools).
I focused on 500 students for this study and got a lot of information to increase the
reliability and validity. In the next study I will focus more on quality and not quantity,
to improve the statistics. I invented my own logo. The logo is a symbol of peace,
hope and a better future which is perfect for the title “CoviKids Cronicles”
The “Covi” is to indicate it’s a covid based research plan. The kids and chronicles
represents the problems the kids are facing.
I studied the covid model before starting my research. What is the point of
doing an amazing project but you don’t even know how a child get
infected, OR how the virus actually effects people.
BACKROUND-
KNOWLEDGE
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Few people actually understand the massive destruction caused by the Covid-19
virus, not just in workplaces but also in the life of children.
Covid-19, also known as the novel corona virus (Found in a study done by WHO or
World Health Organisation), is ‘n highly contagious respiratory illness caused by the
severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2). It was first
identified in December 2019 in Wuhan in the Hubei province in China, and it has
since spread globally, leading to a pandemic.
Symptoms of the illness:

Common symptoms of COVID-19 include fever, cough, sore throat, shortness of
breath, fatigue, body aches, loss of taste or smell, and respiratory issues. However,
it is important to note that some individuals may be asymptomatic, meaning they
show no symptoms despite being infected. The severity of symptoms can vary,
ranging from mild to severe, with some cases requiring hospitalization and intensive
care. These symptoms where the person might have the virus but no symptoms
show, was very common under school children with stronger immune systems.
Impact the virus had on Children:

While COVID-19 generally affect adults more severely, children can also contract the
virus and experience various symptoms impacts. Emotional and psychological
effects on children may include increased anxiety, fear, and stress due to the
uncertainties surrounding the pandemic, disruptions in routine, and social isolation.
Academic impacts are also significant, with school closures and transitions to remote
learning that affected children's education and learning outcomes. Socially, children
experienced limited interactions with peers, reduced opportunities to play and social
interactions, and altered family dynamics.
Emotional Impact:
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The emotional impact of COVID-19 on individuals, including children, is substantial.
The pandemic had created feelings of fear, anxiety, loneliness and grief due to
factors such as illness, loss of loved ones, economic hardships and social
restrictions. The prolonged nature of the pandemic has further contributed to mental
health challenges and psychological distress amongst children and adults.
Academic Impact:
The pandemic had a significant impact on education systems worldwide. School
closures, transition to remote learning and disruptions in academic schedules
resulted in learning loss, reduced educational access, and challenges in adapting to
new learning environments. Children from disadvantaged backgrounds or with
limited access to resources were disproportionately affected, exacerbating
educational inequalities.
Social Impact:
The social impact of COVID-19 was far-reaching. Social distancing measures,
restrictions on gatherings and limitations on social activities have disrupted social
interactions and led to feelings of isolation and loneliness. Children and adolescents,
who rely on social interactions for emotional development and socialization, may
face challenges in maintaining social connections and in experiencing normal social
development.
Physical Impact:
While children generally experience milder symptoms compared to adults, they can
develop severe illness from COVID-19, especially those with underlying health
issues. Additionally, some have experienced a post-infectious condition called
Multisystem Inflammatory Syndrome in Children (MIS-C) that can cause
inflammation in various organs.
Preventive Measures:
To mitigate the spread of COVID-19 and its impact on children, various preventive
measures have been recommended, including regular hand hygiene, wearing
masks, practicing physical distancing, avoiding large gatherings, and following
guidelines provided by health authorities and governments.
The Covid-19 virus consists of various parts. It is important to understand the

background and facts on the virus. It just makes it to understand easier why some
young students become more easily effected than others. Corona viruses are a large
family of viruses, some of which infect humans.
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The corona virus (at the root of Covid-19) is the newest known member of this
family. Like other corona viruses that infect people, the new corona virus causes
respiratory disease amongst other symptoms.
At their core, coronaviruses contain a genetic blueprint called RNA (beige). The
single-stranded RNA acts as a molecular message that enables production of
proteins needed for other elements of the virus.
Bound to the string of RNA are nucleoproteins- (Dark blue discs)- that give the virus
its structure and enable it to replicate.
Encapsulating the RNA genome is the viral envelope (Teal), which protects the virus
when it is outside the host cell. This outer envelope is made from a layer of lipids, a
waxy barrier containing fat molecules. Above protecting the precious genetic cargo,
this layer anchors the different structural proteins needed by the virus to infect cells.
Envelope proteins (dark blue dots) embedded in this layer aid the assembly of new
virus particles once it has infected a cell.
The bulbous projections seen on the outside of the corona virus are spike proteins
(red-orange). This fringe of proteins give the virus its crown-like appearance under
the microscope from which the Latin name corona is derived. The spike proteins act
as grappling hooks that allow the virus to latch onto host cells and crack them open
for infection. Like all viruses, corona viruses are unable to thrive and reproduce
outside a living host. Learn more about the different parts of this virus from Hailee
Perrett, PhD Candidate in structural Virology at the Scripps Research Institute [San
Diego, California, United States] published on Scripps Research.co.za.
The colours I referred to above will be different from the model I made to illustrate
what is meant by the build I described above. I will use this model to indicate WHY
covid-19 might be over, but the negative factors that go hand-in-hand are not yet
over.
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As part of the Problem I was able to show through my thorough research, that the
covid-19 virus DID have a huge impact on learners’ development and that their
developmental gap, will need a lot of attention to be restored to its needed level of
requirements.
The Problem of my study is:
The COVID-19 pandemic had a profound impact on high school learners at various
levels, including socially, emotionally, academically and physically. It is important to
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study the impact of Covid-19 on these learners to gain a better understanding of the
challenges and needs they are experiencing.
One of the core problems related to Covid-19 is the impact it had on the social lives
of young high school learners. The restrictions and measures to limit the spread of
the virus, such as distancing and lockdowns, have resulted in reduced social
interactions, limited opportunities for social gatherings and a sense of isolation. This
had a negative impact on their social development and ability to form and maintain
intimate friendships.
Emotionally the pandemic caused a wide spectrum of emotional challenges.

Learners were faced with emotional stress, anxiety, depression and even loss due to
the impact of COVID-19. The uncertainty, changes in daily routine and loss of normal
activities contributed to an increase in emotional tension and discomfort.
In terms of academic performance, the transition to distance learning and the closure
of schools had a huge impact on learners. The adaptation to new learning methods,
lack of direct education and the challenges of self-motivated studies have often led
to a decline in academic performance and a lack of continuity in learning
experiences.
The impact on sport activities is also striking. Limited access to sport facilities, the
suspension of school and out-of-school sport, and restrictions on sport training had a
negative impact on learners' physical health, teamwork and general well-being. It
also reduced the chance of social interaction and healthy outlets. In light of these
problems, it is important to study the impact of COVID-19 on young high school
learners and attend to their social, emotional, academic and physical needs.
By understanding this impact, appropriate support, resources and strategies can be
developed to address the challenges and promote the healthy development and
well-being of learners amid the ongoing pandemic. The negative values of the
pandemic are all ongoing factors.
AIM/GOAL OF
THIS STUDY 25
26
The “aim” of this study was to investigate the impact COVID-19 had on young
learners' emotional, social, academic and physical wellbeing by using questionnaires
and a Delphi program to process the data.
The study aimed to illustrate the negative impact of the pandemic on these areas
and to identify solutions for these challenges and to support learners.
Expected statistics from the study:

The percentage of learners that experienced an increase in emotional stress and
anxiety increased as a result of the pandemic. The percentage of learners that
decreased because of the limitations, increased.
The average change in academic performance of learners before and after the
pandemic, as indicated by marks and performance evaluations. The percentage of
learners who reported a decrease in sport participation and physical activity during
the pandemic. The percentage of learners who experienced a lack of motivation and
focus in their studies post-pandemic.
Purpose of the statistics and findings:

The aim of the study is to offer guidelines and suggestions to minimize the impact of
COVID-19 on young learners. This will help identify solutions, such as implementing
mental health programs, social support systems, adapting teaching methods, and
promoting physical activity.
These measures will contribute to the recovery of learners and their capacity to
function optimally, both academically, socially and emotionally. It is important to
create awareness and provide the necessary support to learners to help them
overcome the impact of the pandemic and get back on track.
27
HYPOTHESIS
28
Covid-19 had a negative impact on the emotional, social, academic and physical
well-being of learners.
The hypothesis for my study, based on the different factors the study is focused on,
are as follows:
The statistics from study using questionnaires and a Delphi program to investigate
the impact of COVID-19 on the emotional, social, academic and sporting spheres of
young learners will show a negative trend.
Emotional:
The majority of young learners will see an increase in emotional stress, anxiety and
depression due to the impact of COVID-19. The statistics will show a high level of
emotional challenges among these learners.
Social:
The statistics will show that most young learners experienced a decline in social
interaction, feelings of isolation and the formation of intimate friendships due to the
restrictions and measures taken to contain the spread of the virus.
Academic:
The statistics will indicate that the performance of young learners academically, will
be negatively affected by the transition to distance learning and the closure of
schools. A significant percentage of the learners will indicate a decline in academic
performance and a lack of continuity in their learning experiences.
Sport:
The statistics will show that there will be a decrease in participation in sports
activities due to limited access to sports facilities, the suspension of school-and out-
of-school sports and the restrictions on sport training. This will have a negative
impact on the physical health and well-being of the learners.
Overall, the statistics from the study are likely to show a negative trend, indicating
the profound negative impact of COVID-19 on the emotional, social, academic and
physical well-being of young learners.
29
I believe that the research will indicate an increase in the use of different drugs.
These drugs include vapes, energy drinks, vitamins, ect. I know that there is an
increase of these drugs under students, not just from Klerksdorp but from schools all
over the world. I believe this is based on stress and anxiety as well as depression
factors that increased during the end of the pandemic and return to schools, where
these “drugs” are used as “coping mechanisms “ for the every day life.
Due to the negative impact of COVID-19 on young learners', the statistics are
expected to exhibit the following patterns:
Social impact: A significant percentage of learners (more than 50%) will indicate that
their social behaviour were negatively affected by the pandemic with an indication of
reduced social interaction and a sense of isolation.
Emotional impact: A significant percentage of learners (more than 60%) will report
that their emotional wellbeing were affected by COVID-19, with increased levels of
stress, anxiety and depression.
Academic impact: A significant percentage of learners (more than 50%) will indicate
a decrease in their academic performance due to the transition to distance learning,
lack of direct education and the challenges of self-motivated studies.
Sport impact: A significant percentage of learners (more than 50%) will indicate that
their involvement in sporting activities were reduced by the limited access to
facilities, suspension of sport and the restrictions on physical exercise.
This hypothesis predicts that COVID-19 had a negative impact on several areas of
life of young learners. The statistics emerging from the study are likely to indicate
that there is a significant impact on social interaction, emotional well-being,
academic performance and sport engagement as a result of the pandemic.
30
31
Method for the study "CoviKids Chronicles":
1. Target group and sample:

A target group for the study was selected/and are learners in grades 9, 10 and 11. A
sample of learners was selected from different schools to obtain a representative
sample. The size of the sample was determined by using sampling techniques such
as random sampling or stratified sampling.
2. Questionnaires:
472 questionnaires were compiled to obtain information on the academic, social,
emotional and sporting impact of COVID-19 on the learners. The questionnaires
were formulated thoroughly to obtain relevant information. It included quantitative
questions to obtain measurable data, as well as qualitative questions to understand
the learners' experiences and perspectives.
3. Data collection:
The questionnaires were distributed to the learners, through electronic platforms and
printed copies. It was important to ensure that the learners fill out the questionnaires
completely and honestly. A letter of consent for participation in the study was also
provided to the learners and their parents/guardians.
4. Database:
A database in Microsoft Access was created to store the filled questionnaires. It had
a structured format that made the data easily recallable and analyzable. Each
question had its own database field for accurate data analysis.
5. Delphi Program:
A Delphi program was created to process the data from the database and generate
the necessary statistics and graphs. The program was able to analyze the data and
illustrate the most relevant findings. This include the use of statistical methods,
graphs and visual renderings of the data.
32
6. Design:
For the program and study, a logo was designed to represent its theme and purpose.
The logo features elements such as a string leaves on the sides to symbolize hope
and a large diagram in the center to reflect the impact of COVID-19. It was
professional and attractive to arouse the interest and involvement of the participants.
7. Data analysis and interpretation:

Using the Delphi program, the data can be analyzed to obtain the necessary
statistics and graphs. This can include comparing pre- and post-COVID-19 data,
identifying trends and patterns, and determining the impact of the pandemic on the
different areas of interest.
The findings were carefully interpreted and discussed to provide a clear explanation
of the impact.
33
The different parts of the method are more fully and clearly described below. The
method must be followed to the dot as any change can cause the data to become
unusable over a longer period.
METHOD[1]:
The target group of the study are learners in Grades 9, 10 and 11 from Schoonspruit
High School.
The study used the quantitative method to obtain information and apply statistical
analysis. The methods and formulas used came from the University of Florida to
determine the sample size based on the average learners needed for reliable results.
The size of the sample can be determined by using statistical formulas that take into
account the average total of learners needed for the study. These formulas can
determine how many learners are needed to obtain accurate and reliable results. By
following a thorough and structured sampling process, the study can obtain a reliable
representation of the learners in Schoonspruit High School. The findings of the study
can be better generalised to the general population of learners in the relevant
grades.
METHOD[2]:
Questionnaires:
In the study "CoviKids Chronicles", 500 questionnaires were printed, but only 472 of
them were used. The questionnaires were distributed among learners from
Schoonspruit High School.
The questions on the questionnaires were thoroughly formulated to obtain relevant

information on the academic, social, emotional and sporting impact of COVID-19 on
the learners. The questionnaires included a combination of quantitative and
qualitative questions. For the quantitative aspect, methods and formulas from the
University of Florida were used to determine the required sample size.
This helped ensure sufficient participants for reliable statistical analysis and findings.
The quantitative questions included scale questions to obtain measurable data, for
example the degree of academic impact, social changes, emotional well-being and
sport participation.
This allowed the study to perform quantitative analyses including calculating

averages, standard deviations and other relevant statistics. In addition, the
questionnaires included qualitative questions to gain a deeper insight into the
learners' experiences and perspectives.
34
These open-ended questions were able to give them the opportunity to express their
feelings, challenges and needs regarding the impact of COVID-19. Through this
combination of quantitative and qualitative questions, the study gained an expanded
understanding of the situation and laid a solid foundation for developing solutions
and interventions to support the learners and help them overcome the negative
impact of the pandemic.
METHOD[3]:
Data collection:
Prior to the study, 500 questionnaires were printed and distributed among the
learners of Schoonspruit High School.
The decision to use printed questionnaires was based on the resources available
and accessibility of electronic platforms for all the learners. To ensure the
participation of the learners, a letter of consent was provided along with the
questionnaires to the learners and their parents/guardians.
The questionnaires were designed using quantitative methods and formulas from the
University of Florida to determine the sample size needed. In this case, the study
used 472 questionnaires, which still represent a reliable and representative sample
of the learners.
The collection of the questionnaires focused on encouraging the learners to

complete the questionnaires fully and honestly, with the aim of obtaining an accurate
and reliable data set.
This data will be used to determine the necessary statistics and findings by using a
Delphi program and further analysis.
METHOD [4]:
Based on the additional information provided for the 472 questionnaires:
The study utilized a quantitative research method specifically using questionnaires to

collect data. A total of 500 questionnaires were printed and distributed among
learners from Hoërskool Schoonspruit. However, only 472 questionnaires were used
in the analysis due to some children being absent when the questions were to be
answered.
METHOD[5]:
Data Analysis:
The data collected from the questionnaires can be analyzed using appropriate
statistical methods.
35
The University of Florida's methods and formulas were employed to determine the
average requirements for the learners.
METHOD[5]: For the study of "CoviKids Chronicles":
Sample Selection:
The study focused on learners from Schoonspruit High School. A sample size of 472
learners was selected to participate in the study.
The sample size determination was based on the methodology and formulas
provided by the University of Florida, ensuring statistical significance and accuracy.
Quantitative Method:
The study utilized a quantitative research approach. This involved collecting
structured data through the use of printed questionnaires. The questionnaires were
designed to gather information related to the academic, social, emotional, and sport
impacts of COVID-19 on the learners.
Questionnaire Design:
The questionnaires were carefully developed to address the research objectives and
gather relevant data. They included Likert-scale questions to measure the learners'
responses on various aspects. The questions focused on the changes and
challenges faced by learners due to the pandemic, allowing for a comprehensive
analysis of the impacts.
Data Collection:
The printed questionnaires were distributed to the selected learners. Clear
instructions were given to ensure that the learners understood the purpose and
importance of their participation. The learners were encouraged to answer the
questions honestly and thoroughly.
Data Analysis: Once the questionnaires were collected, the data was entered into a
database for analysis. Statistical software such as SPSS or Excel, can be used to
analyze the data and generate descriptive statistics, including means, standard
deviations and percentages. These statistics were used to identify trends, patterns,
and the overall impact of COVID-19 on the learners.
Recommendations:
Based on the analysis of the collected data, the study generated findings that
highlight the specific impacts of COVID-19 on the academic, social, emotional, and
sport aspects of the learners.
These findings can be used to make informed recommendations aimed at

addressing the challenges faced by the learners and finding ways to support them
effectively. It is important to note that ethical considerations were taken into account
throughout the study, ensuring the privacy and confidentiality of the participants'
information.
36
The study aimed to provide valuable insights that can contribute to understanding
the effects of COVID-19 on young learners and inform strategies for their well-being
and development.
METHOD[6]:
In the data analysis and interpretation of the study "CoviKids Chronicles", the
following steps can be followed:
Data preparation:
The completed questionnaires must be organized and entered into the Delphi
program's database. This step involves ensuring the accuracy and completeness of
the data. Statistical analysis: The Delphi program can be used to analyze the data by
applying statistical methods.
This can include calculating averages, standard deviations, percentages and

correlations, among others. This allows quantitatively assessing the impact of
COVID-19 in different areas.
Comparison of pre- and post-COVID-19 data:

By comparing the data from before and after the pandemic, the changes and
differences in the academic, social, emotional and sporty areas can be identified.
Graphs and visual representations can be used to facilitate the comparison process
and illustrate the findings clearly. Identification of trends and patterns:
By analysing the data, trends and patterns can be identified that indicate how
COVID-19 has affected learners' lives.
For example, an increase in emotional problems or a decrease in sports activities.

These findings can provide important insights for further discussion and
recommendations.
37
Interpretation and discussion of the findings:
The findings should be carefully interpreted and discussed in the context of the
study's objectives. The impact of COVID-19 on the academic, social, emotional and
sporting spheres should be thoroughly discussed, with reference to the statistics and
graphs derived from the data analysis.
The interpretation should be objective and based on the research findings. The data
analysis and interpretation of the study "CoviKids Chronicles" provides an
opportunity to gain a better understanding of how COVID-19 has affected young
learners and to identify possible solutions to support and help them return to a
balanced lifestyle.
38
39
The different Variables used in the study are as follow:
In the study "CoviKids Chronicles" several variables were examined to determine the
impact of COVID-19 on young learners.
The following variables are included:
1. Participation in sport activities:

This looked at changes in the involvement of learners in sports activities before,
during and after the lockdown. The extent to which the lockdown restricted
participation in sport as well as the reasons behind it, were investigated.
2. Academic performance:
The study focused on changes in the academic performance of learners before,
during and after the lockdown. The influence of changed teaching methods and the
perceptions of learners about the impact of the lockdown on their studies were
investigated.
3. Religious Activities:
The study also looked at the changes in participation in religious activities before,
during and after the lockdown. This determined the impact of the lockdown on
learners' spiritly and their spiritual wellbeing.
4. Emotional wellbeing:
The study investigated the changes in learners' emotional wellbeing before, during
and after the lockdown. The impact of the lockdown on happiness, depreciation and
the experience of emotional challenges, such as loss of loved ones and absence of
friends, was evaluated.
5. Social behaviour:
This looked at changes in learners' social behaviour before, during and after the
lockdown. The impact of the lockdown on learners' social life, including changes in
the friend group and the use of energy drinks, were analysed.
By investigating these variables, the study was able to provide a holistic picture of
the impact of COVID-19 on young learners' lives. It provided an opportunity to
40
identify areas of challenge and suggest possible solutions and recommendations to
support learners and help them return to a balanced lifestyle.
The following further explain the different variables used in my research project on
covid-19.
A. Participation in sport activities:
The study found that the lockdown had a negative impact on the participation of
learners in sport activities. It was observed that learners' involvement in sport
decreased during the lockdown due to limited access to facilities and the
implementation of safety measures. The study shows that learners' priorities have
changed, with a greater focus on studies, due to the impact of the pandemic.
B. Academic performance:
The study showed that the lockdown had a negative impact on learners' academic
performance. Changed teaching methods, such as distance learning, have not
always worked effectively for all learners. This led to a decrease in the academic
performance of a large percentage of learners. The findings of the study suggest that
the lockdown was a challenging for learners' learning environment and that further
attention is needed to support their academic success.
C. Religious activities:
The study showed that the lockdown had an impact on learners' participation in
religious activities. The closure of churches and the restriction of social cooperation
led to a reduction in participation in religious activities. It also had an impact on
learners' spiritual and spiritual well-being. The findings point out that supporting
learners' religious needs are important to promote their spiritual wellbeing.
D. Emotional wellbeing:
The study showed that the lockdown had a negative impact on learners' emotional
wellbeing. Many learners experienced a decrease in happiness and an increase in
depression. The loss of loved ones and the limited social interaction created an
emotional challenge for learners. The study suggests that therapy and a support
program may be needed to improve learners' emotional wellbeing and to restore
their motivation and resilience.
E. Social behaviour:
Although the lockdown did not have a major impact on learners' social behaviour and
friend groups, it did cause a reduction in social interaction. Learners indicated that
they were less socially active after the lockdown. The influence of friends on
learners' emotional well-being is also clearly mood, where friends are an important
source of emotional support for learners.
The use of energy drinks declined after the lockdown, possibly indicating changed
lifestyle habits. The study provided insight into the impact of COVID-19 on various
aspects of learners' lives. This highlights the need for support and interventions to
minimize the negative effects of the pandemic. Further research could help deepen
41
the findings and develop specific strategies and programs to support learners in the
post-pandemic recovery.
DATA-
ANALYSIS
42
1. Physical Exercise:
Physical exercise Before the lockdown, 118(25.93%) learners indicated that they had
"always" participated in sporting activities. During the lockdown, 177 (38.82%) did
not participate in any sporting activities. The result on question 31 differs where even
45,20% indicate that they did not exercise in any way during the lockdown. This
reduction in activity is also visible after the lockdown as 251(53,52%) learners are
less active than they were before the lockdown. On question 4.1, 258(60.77%) of the
learners indicated that they are not at the same level of physical activity now after
the lockdown. Only 80(17,74%) of the learners also indicated in question 4.2 that
they are not trying to restore their level of activity, yet the rest of the learners are
attempting to be active again.
43
Change in Physical Activity
Change in Physical Activity (involvement) Before, During, and After
(Involvement)
COVID-19 Before, During, and
After COVID-19:
Before the During the After the
90.00%
pandemic: pandemic: pandemic:
80.00%Did take part in sport: 84,60% 61,18% 46,48%
70.00%
Did not take part in 15,40% 38,82% 53,52%
60.00%
sporting activities:
50.00%
40.00%
30.00%
20.00%
10.00%
0.00%
Before During After
Did take part in sport: Did not take part in sport:
Change in Physical Activity (involvement) Before, During, and After

COVID-19
90.00%
80.00%
70.00%
60.00%
50.00%
40.00%
30.00%
20.00%
10.00%
0.00%
Before During After
44
2. Academic Performance:
Academy 182(47.15%) of the learners' marks dropped after the lockdown. Only
80(20.72%) marks remained the same, and only (123)31.87% of the learners said
their marks had improved. Only 37(8,20%) of the learners were not driven to perform
academically before the pandemic. 357(75,48%) of the learners feel that the
lockdown has negatively affected their academic performance. The most common
reason given is that learners feel that COVD-19 has made them lazy and that they
experience a loss of motivation and drive. Although the majority were able to adapt
to a change in teaching methods, 216(46.06%) of the learners experienced it as an
dating-out. In general, physical classes were preferred over online classes (question
8.1). 264(56.29%) learners say their academic performance is not on the same level
as it was before the pandemic.
Impact of COVID-19 on Academic Performance, before, during

and after the COVID-19 pandemic:
Marks Increased: Marks remained the same: Marks Decreased:
31,87% 20,72% 47,15%
45
Impact of COVID-19 on Academic Performance, before, during and
after the COVID-19 pandemic:
50.00%
45.00%
40.00%
35.00%
30.00%
25.00%
20.00%
15.00%
10.00%
5.00%
0.00%
Impact
Increased of COVID-19 on Academic
Remain the same Performance,
Decreased before, during and
after the COVID-19 pandemic:
Change in marks:
50.00%
45.00%
40.00%
35.00%
30.00%
25.00%
20.00%
15.00%
10.00%
5.00%
0.00%
Increased Remain the same Decreased
Change in marks:
3. Religion:
Religion :More learners were involved in religious practices during the lockdown than
before the lockdown. (Questions 10, 11). Yet, in the wake of the pandemic, fewer
learners are now involved in religious practices (question 12).
46
4. Emotional:
Emotionally 362(77.18%) of the ladder were satisfied with their life before the
lockdown. During the lockdown, 275(58,68%) of the learners were not satisfied with
their lives, and after the pandemic 292(62.26%) of the learners indicated that they
47
were satisfied with their lives. There is therefore an overall drop of 14,92% in the
overall sense of satisfaction among learners. The majority of learners indicated that
they felt depreciative and substantiated this as a reason.
During the lockdown, 284(60.55%) were not happy, where "I couldn't see my friends"
and "I struggled with (eg. Stress, anxiety, loss, etc)" were the most common reasons.
Many of the learners were affected by the passing of loved ones (53.09%). The
feeling of the learners in general was that the lockdown had affected them negatively
(51.17%, question 19).
A cross-examination (question 28) confirms this result, as 53.52% indicated that the
lockdown did affect them. Reasons for this, according to the learners, is that they
feel that they have lost motivation and drive, and that their friends have changed
circles. 293(62.47%) of the learners indicated that now, after the lockdown, they feel
happy. 50.11% said the pandemic had affected their sense of happiness – and
49.89% felt it hadn't.
Emotional Well-being of Learners

Before, During, and After COVID-
19 Lockdown:
Happy during time 77,18% 58,68% 62,26%
frame:
Unhappy during time 22,82% 41,32% 37,74%
frame:
48
Emotional Well-being of Learners Before, During, and After COVID-
19 Lockdown
Emotional Well-being of Learners Before, During, and After COVID-
90.00% 19 Lockdown
80.00%
90.00%
70.00%
80.00%
60.00%
70.00%
50.00%
60.00%
40.00%
50.00%
30.00%
40.00%
20.00%
30.00%
10.00%
20.00%
0.00%
10.00% Before During After
0.00% Happy: Unhappy:

Before During After
Happy: Unhappy:
5. Socially effected scholars:
Socially More learners indicated that their social behaviour had not been changed by
the pandemic (53.73%). Yet 46.27% of learners' social behaviour was affected by
the pandemic. The majority (54.79%) of the learners feel that they have experienced
a decline in their social life as a result of the pandemic.
Only 28.32% of learners feel that the pandemic has not changed their position in
their peers. The rest feel that there has indeed been a change. Cross-examination
(question 34) confirms this answer.
Learners were mostly emotionally supported by friends and parents. In terms of

substance abuse, energy drinks were the most common use before, during and after
the pandemic. Yet there is a decline in energy drink use now following the pandemic.
The reason for this is unknown. The use of stimulants in general may be
underreported as learners may feel exposed.
49
The Social Impact of the Pandemic on
Students: Comparing Social Behavior
Changes Before, During, and After the
Lockdown:
Socially impacted: 46,27% 28,32% 67,82%
Not Socially impacted: 53,73% 54,79% 32,18%
The Social Impact of the Pandemic on Students: Comparing Social Be-

havior Changes Before, During, and After the Lockdown
80.00%
70.00%
60.00%
50.00%
40.00%
30.00%
20.00%
10.00%
0.00%
Before During After
Impacted Not Impacted
50
The Social Impact of the Pandemic on Students: Comparing Social Be-
havior Changes Before, During, and After the Lockdown
80.00%
70.00%
60.00%
50.00%
40.00%
30.00%
20.00%
10.00%
0.00%
Before During After
Impacted Not Impacted
The answer of learners to QUESTION 4.1 "Are you currently at

the same level of involvement in physical activities (sport) as
you were before the lockdown?
Yes 39,23%
No 60,77%
51
Die antwoord van leerders op VRAAG 4.1 "Is jy tans op dieselfde vlak
van betrokkeheid by fisiese aktiwiteite (sport) as wat jy voor die in-
perking was?
70.00%
60.00%
50.00%
40.00%
30.00%
20.00%
10.00%
0.00%
YES NO
Series 1
QUESTION 9: "My academic performance is back to the level of

performance it was before the lockdown
Yes 43,71%
No 56,29%
52
VRAAG 9: "My akademiese prestasie is terug op die vlak van prestasie
soos voor die inperking
60
50
40
30
20
10
0
JA NEE
Series 1
53
The feeling of satisfaction before,
during and after the confinement

Feeling of contentment 77,18% 41,36% 62,26%
(Positive):
(Negative):
Die gevoel van tevredenheid voor, tydens en na die inperking

90.00%
80.00%
70.00%
60.00%
50.00%
40.00%
30.00%
20.00%
10.00%
0.00%
VOOR TYDENS NA
JA NEE
54
Covid-19 model, captions to indicate the meaning why this project is not based on
nothing: (Facts on virus, what it consists of and the role of each caption).
CONCLUSION
55
The data received from the learners highlights the significant impact of the lockdown
on students' physical activity levels.
Before the lockdown, a considerable number of students (25.93% or 118 students)

indicated that they were "always" involved in sports activities. Unfortunately, the
lockdown had a negative effect on sports participation, as a significant number of
56
students (38.82% or 177 students) reported not participating in any sports activities
during that period. Furthermore, a large percentage of students (45.20%) indicated in
response to question 31 that they did not exercise during the lockdown. This finding
demonstrates a noticeable decrease in physical activity caused by the lockdown.
This decline in activity persisted even after the lockdown, with a majority of students
(53.52% or 251 students) stating that they were now less active than before the
restrictions were imposed. The impact of the lockdown on physical activity also
extended beyond the lockdown period, as a substantial number of students (60.77%
or 258 students) reported not being at the same level of physical activity as before.
This indicates that students were unable to recover their previous levels of activity.
Nevertheless, a small percentage of students (17.74% or 80 students) stated that

they were not attempting to restore their activity levels. However, the majority of
students are making an effort to be active again and resume their physical activity. It
is important to acknowledge that the lockdown had a significant negative impact on
students' physical activity.
These findings emphasize the importance of promoting physical activity and
supporting students in maintaining a healthy lifestyle, even during times of restriction.
Attention should be given to the implementation of programs and strategies to
encourage students to stay active and incorporate physical activity into their daily
lives.
Conclusion for academic impact of covid-19 on young students:
The study reveals that 182 (47.15%) of the students experienced a decline in their
grades after the lockdown, while only 80 (20.72%) maintained the same grades, and
only 123 (31.87%) reported an improvement in their grades. Additionally, only 37
(8.20%) of the students were not academically driven prior to the pandemic.
A significant majority of 357 (75.48%) students felt that the lockdown had a negative
impact on their academic performance. The most commonly cited reason for this
was the perception that COVID-19 had made them lazy and caused a loss of
motivation and drive. Although most students were able to adapt to the changes in
teaching methods, 216 (46.06%) found it challenging. There was a clear preference
for physical classes over online classes (question 8.1). 264 (56.29%) students
indicated that their academic performance was not at the same level as before the
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pandemic. These findings highlight the impact of COVID-19 on academic
performance, with a significant number of students experiencing setbacks.
It underscores the importance of providing support, motivation, and innovative

approaches to education to overcome the greater-than-expected influence of the
pandemic on students' academic performance. In conclusion, the data emphasizes
the need for targeted interventions and strategies to address the academic
challenges faced by students in the aftermath of the pandemic.
This may involve implementing initiatives to restore motivation and drive, providing
additional academic support, and exploring alternative teaching methods to cater to
diverse learning needs. By prioritizing the well-being and academic development of
students, educational institutions can mitigate the long-term effects of the pandemic
on their academic performance.
Conclusion based on culture.
The data indicates that more students were involved in religious practices during the
lockdown compared to before the pandemic (questions 10 and 11). However, after
the pandemic, there is now a decrease in the number of students engaged in
religious practices (question 12).
These findings suggest a shift in religious participation among students during and
after the pandemic. While more students sought solace and connection through
religious practices during the lockdown, it appears that this engagement has
decreased in the post-pandemic period.
It is important to note that the reasons for this decrease in religious participation are
not explicitly provided in the information given. It could be attributed to various
factors such as changes in personal beliefs, access to religious services, or shifting
priorities in the face of the pandemic's impact on daily life.
Further research and exploration of students' experiences and perspectives are

needed to gain a deeper understanding of this trend. Understanding the dynamics of
religious engagement during and after the pandemic can help inform educators,
religious institutions, and communities in providing support and addressing the
evolving spiritual needs of students.
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As with any conclusion, it is essential to acknowledge the limitations of the data
provided and the need for further investigation to draw more comprehensive insights
into the relationship between the pandemic and religious participation among
students.
Conclusion based on the impact of covid-19 on students emotional factors,

before, during and after the covid-19 pandemic:
The data reveals significant shifts in the emotional well-being of students before,
during, and after the pandemic. Prior to the lockdown, a large majority of students,
77.18% (362 students), reported being satisfied with their lives. However, during the
lockdown, there was a notable decrease in satisfaction, with only 58.68% (275
students) expressing contentment.
After the pandemic, the number of satisfied students increased to 62.26% (292
students), indicating a partial recovery in emotional well-being. Overall, there was a
14.92% decrease in the general sense of satisfaction among students. The majority
of students reported experiencing feelings of depression during the lockdown, which
was identified as a significant contributing factor to the decrease in overall
satisfaction.
A considerable number of students, 60.55% (284 students), expressed unhappiness

during the lockdown, primarily due to the inability to see friends and the presence of
stress, anxiety, loss, and similar emotions. The impact of the pandemic on emotional
well-being was further evident in the high percentage (53.09%) of students who were
affected by the loss of loved ones during the lockdown. Students' overall sentiment
was that the lockdown had a negative impact on them, as confirmed by 51.17% of
students in question 19.
A cross-question (question 28) supported these findings, with 53.52% of students

indicating that the lockdown did affect them. Reasons provided by students included
a loss of motivation and drive, as well as changes in their social circles. After the
lockdown, 62.47% (293 students) reported feeling happy. However, the pandemic
did impact the sense of happiness for 50.11% of students, while 49.89% felt it did not
affect their happiness.
These findings highlight the significant emotional toll experienced by students during
the lockdown, with a notable impact on their overall satisfaction and happiness. It
underscores the importance of addressing students' emotional well-being and
providing support during and after times of crisis. It is crucial to note that the data
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provided may have limitations, and further research is necessary to gain a more
comprehensive understanding of the emotional impact of the pandemic on students.
Nevertheless, these insights emphasize the need for schools, communities, and
support systems to prioritize and address the emotional needs of students in times of
crisis.
Conclusion based on the social impact of the covid-19 virus on children and
what factors played a role in this change in statistics from before, during and
after the pandemic.
The social impact of the pandemic on students socially is significant, with changes
observed in their social behavior, social life and position within peer groups. The
findings emphasize the importance of addressing the social needs of students during
and after times of crisis and fostering social connections to support their well-being.
Conclusion: The data indicates that a significant majority of students (53.73%)

reported no change in their social behavior as a result of the pandemic, suggesting
that their social interactions and behavior remained relatively consistent before and
during the pandemic.
However, 46.27% of the students did experienced an negative impact on their social
behavior due to the pandemic. A majority of students (54.79%) reported a decrease
in their social lives as a consequence to the pandemic, indicating that the restrictions
and social distancing measures affected their ability to build and maintain social
relationships.
Only a small percentage (28.32%) of students felt that the pandemic had no impact
on their position within their peer groups while the remainder acknowledged some
form of change. These findings are further supported by cross-questioning in
question 34. Students primarily relied on emotional support from friends and parents
during the pandemic, highlighting the crucial role played by their social network in
coping with the emotional impact of the pandemic. Regarding substance abuse,
energy drinks were the most commonly abused substance before, during, and after
the pandemic.
However, it is noteworthy that there was a decrease in the use of energy drinks after
the pandemic. The reasons for this decrease are unknown and may require further
research. It should be noted though, that the use of stimulants in general, may be
underreported by students who may feel exposed.
The findings on the social impact of the pandemic on students, provide valuable
insights into how their social behavior and interactions changed over the period. It
underscores the need for social support and highlights the potential impact of
restrictions on social connections. By using the provided data, I created a bar graph
with the three time periods on the x-axis (Before, During, After) and the percentage
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of students on the y-axis. The three sets of bars represent the values for the social
impact before, during, and after the pandemic.
In conclusion, the social impact of the pandemic on students varied. A significant

portion experienced changes in their social behavior and a decrease in their social
lives. The findings emphasize the importance of addressing the social well-being of
students and understanding the effects of restrictions on their social interactions.
By comparing all graphs and answers, I was able to prove through my research that
COVID-19 DID have an impact, as was pertinently demonstrated in the decrease in
marks at grade.9,10 and 11 learners as well as the increase in substances among
the young generation. I proved my hypothesis that the little interest expressed in a
wide variety of schools and organisations with other academic-related investigations,
is less post-lockdown than before the lockdown. Due to the lockdown, there is little to
no interest at all levels in any of the 4-5 factors I have already discussed during this
research task. My hypothesis were correct and will be confirmed with a subsequent
questionnaire.
The COVID-19 pandemic has undoubtedly brought numerous challenges and

disruptions to the lives of students in grades 9, 10, and 11. It is important to
acknowledge that amidst the difficulties, there were some potential benefits that
emerged for these students. Here are some advantages of COVID-19, specifically
for students in grades 9, 10 and 11:
Technological proficiency:
The pandemic necessitated a shift to remote learning which exposed students to
various digital tools and platforms. As a result, many students developed increased
proficiency in using technology for learning, communication and collaboration. These
technological skills are highly relevant in today's digital world.
Independent Learning:
Remote learning often requires students to take more responsibility for their own
education. This shift encouraged self-directed learning, time management, and
organizational skills. Students had to adapt to new learning environments and
develop greater autonomy in their studies which can contribute to their personal
growth and preparedness for higher education.
Flexibility in learning:
Remote learning has provided students with more flexibility in managing their
schedules. They have been able to explore alternative learning methods such as
asynchronous learning, which allow them to learn at their own pace. This flexibility
can accommodate different learning styles and enable students to customize their
educational experience.
Enhanced digital literacy:

The increased use of technology in education has necessitated the development of
digital literacy skills. Students in grades 9, 10, and 11 have had the opportunity to
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improve their ability to find, evaluate, and use digital information effectively. These
skills are essential in today's information-rich society.
Resilience and adaptability:

Dealing with the challenges of the pandemic required resilience and adaptability from
students. They had to adjust to rapidly changing circumstances, cope with
uncertainty and find innovative ways to stay engaged in their education. These
experiences can foster the development of important life skills that will benefit them
in the future.
The COVID-19 pandemic had numerous negative impacts on students in grades 9,

10 and 11. Here are some specific disadvantages they faced:
Disruption of education:
The most significant drawback was the disruption of regular classroom learning.
School closures, remote learning, and hybrid models have created challenges in
terms of reduced instructions time, limited access to resources and difficulties in
adapting to virtual learning platforms.
Learning loss:
The inconsistent learning environment during the pandemic led to significant learning
loss among students. The lack of face-to-face interaction with teachers, reduced
peer collaboration and limited academic support have impacted their academic
progress negatively.
Emotional and mental health:

The pandemic took a toll on the emotional well-being of students. The stress and
uncertainty surrounding COVID-19, along with social isolation and limited social
interactions, contributed to increased anxiety, depression and feelings of loneliness
among students.
Social development:
The restrictions imposed to curb the spread of the virus, have limited the
opportunities for students to engage in social activities and to develop essential
social skills. They missed out on extracurricular activities, sport, and social events,
resulting in a lack of social interactions and a sense of belonging.
Limited access to resources:

Not all students had equal access to resources necessary for remote learning.
Disparities in internet access, technology devices, and quiet study environments
have widened the educational inequities and hindered the academic progress of
some students.
Increased stress and pressure:

The shift to remote learning and changes in academic expectations increased stress
levels among students. Balancing multiple responsibilities, adapting to new learning
methods, and dealing with uncertainties have created additional pressure on
students.
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Lack of personalized support:
The absence of in-person instructions made it challenging for teachers to provide
personalized support and address individual learning needs effectively. Students
who require extra assistance or accommodations have struggled to receive the
necessary support.
Disrupted transition periods:

Students in grades 9, 10, and 11 often experience important transition periods in
their education. The pandemic has disrupted these critical stages, affecting the
transition from middle school to high school, course selection, college preparation
and career planning.
The negative impact of covid-19 is clearly shown in my Delphi-program where the

graphs indicate a decrease in marks and in sport activities after the pandemic and an
increase in depression and anxiety under students between the age of 15-17.
LIMITATION
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A few limitations noticed while finishing this statistic-based project.
1. Sample size and representativeness:

My study does not provide information about the size of the sample or the
demographics of the participants. Without a representative sample, the findings may
not accurately reflect the experiences of all Grade 9, 10, and 11 students. It is
possible that the sample was biased or limited to a specific geographic area or
school. (There were to little schools in this study used, with too few students).
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2. Lack of pre-pandemic baseline:
The study focuses on the impact of COVID-19 on students but does not provide a
comparison with pre-pandemic data. Without a baseline measure of students'
academic, social, emotional, and sporting experiences before the pandemic, it is
challenging to determine the extent of the pandemic's influence accurately.(Not
thorough pre-pandemic statistics).
3. Generalizability:
The study's findings are limited to Grade 9, 10, and 11 students and may not be
applicable to students in other grade levels or educational contexts. Each grade level
may have unique circumstances and challenges that could affect the results
differently.
4. Lack of control group:

The study does not include a control group of students who did not experience the
pandemic-related disruptions. A control group would have provided a basis for
comparison to isolate the specific effects of the pandemic from other potential
factors.
5. Temporal limitations:
The study's data may reflect the experiences of students during a specific time
period, but it does not account for potential changes or developments that may have
occurred after the data collection. The long-term effects of the pandemic on students'
academic, social, emotional, and sporting well-being may continue to evolve over
time.
6. Subjectivity of emotional well-being measures:

Assessing students' emotional well-being is inherently subjective, as it relies on self-
perceptions and self-reported emotions. The study's findings on emotional impact
should be interpreted with caution, considering the subjective nature of these
measures.
7. Limited scope of variables:
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The study primarily focuses on academic, social, emotional, and sporting aspects
and may not capture the full range of factors that could be influenced by the
pandemic. Other variables, such as family dynamics, access to resources, and
mental health, could also play a role in students' experiences and outcomes.
FURTHER
RESEARCH
66
Considering the limitations mentioned earlier in this study is it important to interpret
the study's findings with caution and recognize the need for further research to
provide a more comprehensive understanding of the impact of COVID-19 on high
school students.
Based on the limitations identified in the study, here are some

recommendations for further research:
67
a. Representative sample:
Conduct research with a larger and more diverse sample of Grade 9, 10, and 11
students from various schools and geographic locations. This would provide a more
representative picture of the experiences and perceptions of students regarding the
impact of COVID-19.
b. Longitudinal study:
Conduct a longitudinal study that collects data over an extended period, including
pre-pandemic, during the pandemic, and post-pandemic periods. This would allow
for a more comprehensive understanding of the long-term effects of the pandemic on
academic, social, emotional, and sporting aspects.
c. Control group:
Include a control group of students who did not experience the pandemic-related
disruptions. A comparison between students who were and were not affected by the
pandemic would help isolate the specific effects of the pandemic from other
confounding factors.
d. Mixed methods approach:

Combine quantitative data collection with qualitative methods, such as interviews or
focus groups, to gain a deeper understanding of students' experiences, perceptions,
and the contextual factors that influenced their responses. This would provide richer
insights into the impact of the pandemic on various aspects of students' lives.
e. Multivariate analysis:
Conduct multivariate analysis to examine the interaction and combined effects of
multiple variables, such as academic performance, social interactions, emotional
well-being, and sporting participation. This would allow for a more nuanced
understanding of the interconnectedness of these factors and their relationship with
the pandemic.
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f. Comparison across grade levels:
Explore the impact of the pandemic on students from different grade levels, including
lower and higher grades. Comparing the experiences and challenges faced by
students at different stages of their high school education would provide a more
comprehensive understanding of the unique effects of the pandemic on each grade
level.
g. In-depth exploration of specific subgroups:

Investigate the experiences of specific subgroups, such as students with diverse
socioeconomic backgrounds, students with special educational needs, or students
from different cultural backgrounds. This would provide insights into the differential
impact of the pandemic on these subgroups and inform targeted interventions and
support strategies.
h. Intervention effectiveness:
Evaluate the effectiveness of different interventions and support mechanisms
implemented during the pandemic to mitigate the negative impact on students. This
could include examining the outcomes of online learning programs, mental health
support services, or alternative sports and extracurricular activities.
By addressing these recommendations in future research, we can gain a more

comprehensive understanding of the impact of the COVID-19 pandemic on high
school students and inform evidence-based strategies to support their academic,
social, emotional, and sporting well-being.
SOURCES
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I made use of the following sources in my research project:
World Health Organization (WHO): The WHO offers comprehensive information on

COVID-19, including global updates, guidelines for prevention, and resources for
different populations. Website: www.who.int
Centers for Disease Control and Prevention (CDC): The CDC provides up-to-date
information on COVID-19, including guidance for individuals, communities, and
healthcare professionals. Website: www.cdc.gov
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National Institutes of Health (NIH): The NIH offers valuable resources on COVID-19,
including research updates, treatment guidelines, and information on vaccines.
Website: www.nih.gov/coronavirus
Johns Hopkins University & Medicine: The Johns Hopkins Coronavirus Resource
Center provides global COVID-19 case counts, trends, and analysis, along with
educational resources. Website: coronavirus.jhu.edu
European Centre for Disease Prevention and Control (ECDC): The ECDC offers
information on COVID-19, including situation updates, risk assessments, and
guidance for public health professionals. Website: www.ecdc.europa.eu
COVID-19 Data Repository by the University of Oxford: This repository provides

access to various COVID-19 datasets, visualizations, and epidemiological studies.
Website: covid19.who.int/region/euro/country/za
New England Journal of Medicine (NEJM): NEJM publishes peer-reviewed articles

and research on COVID-19, including clinical studies, treatment approaches, and
public health perspectives. Website: www.nejm.org/coronavirus
The Lancet: The Lancet features COVID-19 research articles, reviews, and
commentaries covering various aspects of the pandemic, including epidemiology,
vaccines, and mental health impacts. Website: www.thelancet.com/coronavirus
MedRxiv and BioRxiv: These preprint servers host early-stage research papers on
COVID-19, providing timely access to scientific findings before formal peer review.
Websites: www.medrxiv.org and www.biorxiv.org
Official government health websites: Check your country's official health department
or ministry website for accurate and localized information on COVID-19, including
guidelines, testing locations, and vaccination programs.
Research in Social Science and technology, volume 6 issue 3, 2021 (Ressat.co.za)
Akinyemi,a.f., Rembe,s.,Shumba,J.,& Adewumi,t>m. (2019). Collaboration and

mutual support as processes established by communities of practice to improve
continuing professional teachers’ development in high schools. Cogent
Education,6(1),1685446.
Bernshausen,D. & Mcmahan,S. (2011). Innovative models for effective collaboration
between universities and community colleges: Teachers concern in the PDS
partnership change process. PDS Partners, 6(3), 653-664.
Daniel, H.Z., Hempel, D.J., & Srinivasan, N. (2002). A model of value assessment in
collaborative program. Industrial Marketing Management, 31,653-664.
Department of education [DoE]. (1997). Curriculum 2005: Lifelong learning for the
21st century. Pretoria : Government Printers.
71
Department of Education [DoE]. (2004). Kadar Asmal speech on World Book Day on
the 23rd April 2003. Pretoria: Government Printers.
I did make use of the following internet based sources and websites:
- Mieliestronk.com
- www.Covid19.com
- Wikipedia
- Boeke, Artikels, Tydskrifte.
- Health.org
- Health.co.za
The sources above are just the ones I used the most during the research
about the different factors. There are 2 files with all the following sources
and information that came into consideration with this research project/ I
will provide them with this page.
ACKNOWLEDGE-
NOTE: During the time of this study there could not be one study/source
MENTS
found on how the Covid-19 virus effected children (Scholers) not just
physically but emotionally and others factors explained in this study.
- Luhan Erwee 2022/2023
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I want to express my gratitude to the following individuals for their support and
assistance in helping me refine my project:
- My school (Hoërskool Schoonspruit)

 For permission to do this study on students.
- Mev. L. Van der Walt. (Teacher)

 Helped improve my program with helpful comments.
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- Mev. C. Van der Walt. (Teacher)
 Helped sign me up for study.
 Correcting some spelling errors.
- Mev. L. van Staden. (Teacher)

 Helped improve questionnaires.
 Helped with a few idees in terms of students used in this study.
 Taking of pictures.
- My parents.
 Printing of study.
 Taking me to events.
- Mr. Author Niekerk (Board Certified Cardiologist)

 Tips on how to draw graphs.
PURPOSE
(AIM) 74
The “aim” of this study is to investigate the impact of COVID-19 on young learners'
emotional, social, academic and physical wellbeing using questionnaires and a
Delphi program to process the data.
The study aims to illustrate the negative impact of the pandemic in these areas and
to identify solutions to address these challenges and support learners.
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The percentage of learners that have experienced an increase in emotional stress
and anxiety as a result of the pandemic increased the percentage of learners who
decreased because of the limitations increased.
The aim of the study is to offer guidelines and suggestions for correcting the impact
of COVID-19 on young learners. This will help identify solutions, such as
implementing mental health programs, social support systems, adapting teaching
methods and promoting physical activity.
PICTURES
76
77
The photographer of these images is Mev. L. Van Staden (Teacher). The day that high
school students filled out the questionnaires.
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Background and introduction:
The COVID-19 pandemic has significantly impacted education, particularly for
Grades 9, 10, and 11 students at Hoerskool Schoonspruit. The protracted lockdown
periods and constrained learning environments have disrupted and challenged their
developmental milestones, leading to a significant drop in high school students'
grades by over 30%.
The effects of COVID-19 are becoming more audible every day, and many students
struggle with generalized sadness, anxiety, and depression. The study focused on
five key elements: academic performance, sporting prowess, emotional well-being,
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religious activities, and the impact of the virus on their social lives. The findings
showed that over 60% of these students lost friends or experienced a change in their
friendship circles, resulting in a massive decrease in their emotional, physical, and
cultural health.
To gather data, the researcher created a program using Delphi programming
language to quickly process data without having to manually draw 50 graphs. The
next step will be to increase the use of valid data and strengthen database security.
The study aimed to gather 500 students, ensuring reliability and support for the
findings. The research plan was based on the Covid model, which represents
harmony, hope, and a better future.
The "Covi" logo, representing harmony, hope, and a better future, was created to
represent the issues faced by the kids and their chronicles. The study also examined
the COVID model in more detail, emphasizing the importance of being
knowledgeable about the subject being studied.
The young generation is crucial to the future, and ignoring the effects on them could
put their future in the hands of doom. This study provides an opportunity to examine
these potentially fatal consequences and the ways in which they might be remedied
or avoided in the future.Covid-19, caused by SARS-CoV-2, has caused widespread
damage in workplaces and children. Symptoms include fever, cough, sore throat,
shortness of breath, exhaustion, body pains, and respiratory difficulties. Some
individuals may be asymptomatic, with severe symptoms requiring hospitalization.
The pandemic has impacted children's education, social relationships, and physical
health, with some developing MIS-C post-infectious syndrome. Preventive measures
include regular hand hygiene, masks, physical distancing, and adhering to health
authorities and guidelines.
Problem statement:
High school students' social, emotional, academic, and athletic development

has been significantly impacted by the COVID-19 pandemic.
Their social development and capacity to establish and uphold close
friendships have been negatively impacted by the pandemic's reduced social
interactions, scarce opportunities for gatherings, and isolation. The pandemic
has emotionally resulted in emotional stress, anxiety, depression, and loss,
increasing tension and discomfort.
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As students adjust to new learning methodologies and pursue independent
learning, academic performance has decreased as a result of the move to
distance learning and school closures. Sports have also been negatively
impacted, with events being postponed, access to facilities being restricted,
and training requirements being implemented.
Due to these issues, there is less chance of social interaction and healthy
outlets, which has a negative impact on the learners' physical health, ability to
work in a team, and general well-being. In order to address these issues and
promote healthy development and well-being, it is essential to comprehend
how COVID-19 is affecting young high school students.
• · As part of the Problem I was able to show through my thorough

research, that the covid-19 virus DID have a huge impact on learners’
development and that their development gap will need a lot of attention to
be able to get restored to its needed level of requirements.
• · The Problem with my study is: The COVID-19 pandemic has had a
profound impact on high school learners at various levels, including
socially, emotionally, academically, and sportively(Physically).
• · It is important to study the impact of Covid-19 on these learners to better

understand the challenges and needs they are experiencing during this
time.
• · One of the core problems related to Covid-19 is its impact on the social
lives of young high school learners.
• · In light of these problems, it is important to study the impact of COVID-

19 on young high school learners and attend to their social, emotional,
academic, and sporting needs.
Aim/ Purpose of Covi-Chronicles:
• · The study examines the impact of COVID-19 on young learners' emotional,

social, academic, and physical well-being using questionnaires and a Delphi
program. The main goal is to identify solutions for relieving this burden on
young scholars and to ensure a better future by putting a focus on
phycologists, extra couches, or motivators, as well as other support systems
for the next generation.
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• · The study aims to offer guidelines and suggestions for reducing the harmful
effects of COVID-19 on young students, such as implementing social support
systems, changing instructional methods, and promoting physical activity.
Main Research Question:
• What can be done to address the backlog of learner development

milestones and make up for the time and opportunities lost during the
lockdown period?
The research project aimed to address the backlog in learners' developmental

milestones during the lockdown by focusing on subquestions based on five potential
influences on young students. These factors include academic performance,
physical performance, social development, and emotional well-being.
The sub-research questions included: What can be done to address physical

constraints during quarantine, sports participation, and the impact of online lessons
on learning and concentration?
The study also examined the impact of physical confinements on students' mental
health, emotional well-being, social behavior, friendships, and spiritual health
adjustments during and after the lockdown.
The findings will be used to improve the overall educational experience for students
in Schoonspruit High School.
Hypothesis / Engineering Goal:
• The study's hypothesis is that COVID-19 has significantly impacted the

emotional, social, academic, and sporting spheres of young learners. The
majority of students experience increased emotional stress, anxiety, and
depression due to the pandemic's effects. Socially, they experience a
decline in social interaction, isolation, and close friendships. Academically,
the switch to distance learning and school closures have negatively
impacted students' academic performance, with many reporting declining
grades and a lack of continuity.
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• Sports participation has also declined due to fewer facilities, suspensions,
and restrictions on physical activity. The study's findings suggest that
COVID-19 has significantly worsened various aspects of young learners'
lives, with a significant impact on social interaction, emotional well-being,
academic performance, and participation in sports.
• The "CoviKidsChronicles" study examined various variables to determine

the impact of COVID-19 on young learners. It examined participation in
sports, academic success, religious participation, emotional steadfastness,
and social engagement. The lockdown negatively affected students'
attendance at sporting events, academic performance, and religious
practices.
• The study also examined the effects of the lockdown on students' mental,
emotional, and spiritual well-being. Emotional well-being was affected by
the lockdown, with a decline in participation in religious activities and
limitations on social cooperation. Supporting students' religious needs is
essential for promoting their spiritual well-being. The lockdown also
negatively affected students’ emotional well-being, with a decline in
happiness and increased depression.
• To improve students’ emotional health and increase resilience, therapy,

and a support system may be required. Social engagement was reduced,
but not in friendship groups or social interactions. Friendships were less
important as they provided emotional support for students. Fewer people
drank energy drinks after the lockdown, possibly indicating a change in
lifestyle preferences.
• The study provided insight into the impact of COVID-19 on various aspects
of learners' lives, highlighting the need for assistance and interventions to
lessen the negative effects of the pandemic. Further research could clarify
the findings and produce focused strategies and programs to help
students recover from the pandemic.
Variables/Design Criteria:
• Fixed variables:
1. The presence of and effects of the COVID-19 pandemic on the development
of high school students.
• Independent variables:
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1. Social interactions: The degree to which high school students experience
reduced social interactions and isolation
2. The degree of stress, anxiety, depression, and loss that high school students
experience is known as their emotional well-being.
3. Academic performance has decreased as a result of school closures and
distance learning.
4. Sports: The restrictions, suspensions, and limitations on participation in
athletic events and training.
• Dependent variables:
1. Developing and maintaining close relationships: High school students'
capacity for developing and sustaining close relationships.
2. The general emotional health of high school students is referred to as their
emotional state.
3. Academic achievement refers to a student's level of performance in the
classroom and their learning outcomes.
4. Participation in sports: The extent to which high school students engage in
and participate in sports activities.
Method:
Materials employed and amounts:

1. 1. Students at Schoonspruit High School received 500 printed questionnaires
that were distributed to them. This study used a total of 476 participants.
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Procedures/Methods of Data Collection:
1. Printing and distributing surveys: Schoonspruit High School students received
500 surveys that were printed and distributed.
2. Data collection: During the COVID-19 pandemic, students were asked to
complete questionnaires that contained data on their academic, social,
emotional, and athletic performance.
3. Making a database: Using software like Microsoft Access, the completed
questionnaires were arranged and entered into a database.
4. Delphi program: To process database data and produce statistical analysis,
graphs, and interpretations, a Delphi program was created.
5. Data analysis: The information obtained from the questionnaires was looked
at using statistical programs like SPSS or Excel in order to generate
descriptive statistics and identify trends or patterns.
6. Careful interpretation and discussion of the data analysis findings were
necessary in order to understand the results. impact of COVID-19 on the
growth of the students.
Sampling:
• Yes, sampling was used in the research. Students at Schoonspruit High
School in grades 9, 10, and 11 made up the study's target population. A
sample of students from this population, who may represent a subset of the
entire student body, received the questionnairs.
• I made use of the following formula to determine the precise sample size:
2
Z pq
n 0= 2
e
Results:
• According to the study, 38.82% of students did not participate in sports,

compared to 25.93% of students who had always played them prior to the
lockdown. 60.77% of students report having lessened their level of physical
activity since the lockdown, while 17.74% of students report having increased
it. Only 20.72% of students made academic progress improvements, and
31.87% made worse progress.
86
• For 46.06% of students, the change in instructional methods during online
learning was challenging. Prior to the lockdown, 58.68% of students
expressed dissatisfaction, and 77.18% fewer students reported being
emotionally stable. The lockdown had a negative effect on students' emotions,
with 51.17% of them expressing life dissatisfaction. Additionally, there was a
decline in social behavior, with 46.27% of students reporting that the
pandemic had a bad effect on their social lives.
• Due effects negative effects on social behavior and social lives, there have
been changes in peer interactions and perceptions as well as trends in
academic performance, emotional health, and sports participation.
• In light of the findings, high school students were harmed by each and every
factor. The findings thus suggest that action is required because, absent
action, our future will suffer from the lack of people running some aspects of it,
and the opportunities available to young people prior to lockdown are
diminishing rapidly.
• What WILL WE DO TO FIX THIS? To save not only the youth of today but
also the generations to come, action must be taken.
Results : Graphs.
Change in Physical Activity (Involvement)

Before, During, and After COVID-19:

Did take part in sport: 84,60% 61,18% 46,48%
Did not take part in sporting 15,40% 38,82% 53,52%
87
activities:
Impact of COVID-19 on Academic Performance Before, During, and After the

COVID-19 Pandemic:
Marks Increased: Marks remained the same: Marks Decreased:
31,87% 20,72% 47,15%
88
Impact of COVID-19 on Academic Performance, before, during
and after the COVID-19 pandemic:
50.00%
45.00%
40.00%
35.00%
30.00%
25.00%
20.00%
15.00%
10.00%
5.00%
0.00%
Increased Remain the same Decreased
Change in marks:
Emotional Well-being of Learners Before,

During, and After COVID-19 Lockdown:

Happy during time frame: 77,18% 58,68% 62,26%
89
Unhappy during time frame: 22,82% 41,32% 37,74%
Emotional Well-being of Learners Before, During, and After

COVID-19 Lockdown
90.00%
80.00%
70.00%
60.00%
50.00%
40.00%
30.00%
20.00%
10.00%
0.00%
Before During After
Happy: Unhappy:
The Social Impact of the Pandemic on Students:

Comparing Social Behavior Changes Before,
During, and After the Lockdown:

Socially impacted: 46,27% 28,32% 67,82%
90
Not Socially impacted: 53,73% 54,79% 32,18%
Die antwoord van leerders op VRAAG 4.1 "Is jy tans op dieselfde vlak van
betrokkeheid by fisiese aktiwiteite (sport) as wat jy voor die inperking was?
Yes 39,23%
No 60,77%
91
Die antwoord van leerders op VRAAG 9: "My akademiese
VRAAG 4.1 "Is jy tans op dieselfde prestasie is terug op die vlak van
vlak van betrokkeheid by fisiese ak- prestasie soos voor die inperking
tiwiteite (sport) as wat jy voor die
60
inperking was?
70.00%
50
60.00%
40
50.00%
40.00% 30
30.00%
20
20.00%
10
10.00%
0.00% 0
YES NO JA NEE
Series 1 Series 1
VRAAG 9: "My akademiese prestasie is terug op die vlak van prestasie soos
voor die inperking
Yes 43,71%
92
No 56,29%
Die gevoel van tevredenheid voor, tydens en na die inperking

90.00%
80.00%
70.00%
60.00%
50.00%
40.00%
30.00%
20.00%
10.00%
0.00%
VOOR TYDENS NA
JA NEE
Die gevoel van tevredenheid voor, tydens en na die

inperking


(Positive):
93
(Negative):
Change in Physical Activity (involvement) Before, During, and

After COVID-19
90.00%
80.00%
70.00%
60.00%
50.00%
COVID-19
40.00% is an infectious disease caused by the
SARS-CoV-2
30.00%
virus. Most people recover from mild
to moderate respiratory illness without special
20.00%
treatment, but some may become seriously ill. Older
people
10.00%
and those with underlying medical conditions
are0.00%more Before
likely to develop
During
seriousAfterillness.
To prevent transmission, be well-informed about the

disease, protect yourself and others, wear a mask,
wash hands frequently, and get vaccinated. The
virus can spread through small liquid particles, so
practice respiratory etiquette and stay home if
unwell.
94
Discussion:
The COVID-19 pandemic has significantly impacted high school students, causing a
decline in physical activity, poor academic performance, poor emotional health, and
changes in social behavior. The pandemic's restrictions, such as restricted access to
sporting venues and school closures, have made it difficult for students to participate
in regular sports and physical activity. The shift to remote learning and disruptions in
95
classroom settings may have contributed to the decline in academic performance.
Students may have experienced difficulties adapting to online education, limited
resources, and reduced interaction with peers and teachers.
Emotional well-being has been negatively impacted by the pandemic's fear, anxiety,
loss of loved ones, economic hardships, and disruptions to daily life. Social isolation
and constrained interactions during lockdowns have exacerbated feelings of
loneliness, sadness, and a decline in life satisfaction.
The restrictions on gatherings and social events have also led to a decline in social
interaction and a negative effect on social lives. These patterns align with previous
studies that social behavior. The consistency of the results across sthave found
students becoming less physically active, facing academic difficulties, experiencing
negative emotional well-being, and changing their udies suggests that the
pandemic's effects on high school students are a common occurrence.
However, variations in sample sizes, locations, cultural contexts, and research
methodologies may affect the broad applicability of the results and emphasize the
need for context-specific strategies to address the difficulties faced by high school
students. The pandemic's negative effects on students' overall growth and well-being
require targeted support and interventions. Strategies that encourage physical
activity, academic support, prioritize mental health, and encourage social
connections are crucial to lessen the negative effects of the pandemic on high school
students.
In 2022, research on the impact of the coronavirus on high school students was
limited, leading to a question about why no attention was given to high school
students. This study, conducted in 2022 - 2023, aimed to explore the impact of the
virus on high school students.
Previous studies focused on a specific group of children, but this study highlights the
need for larger sample sizes and repeated studies to test the change and impact
more thoroughly.
This study is unique and accurate, as it is not inspired by previous research and
does not mention any useful studies in context of scholars.
Limitations and errors:
The study's limitations include a lack of representativeness, a lack of pre-pandemic

baseline, a limited range of variables, and a limited range of factors.
A more comprehensive and diverse sample of students in grades 9, 10, and 11 from
various institutions and regions should be used for the research.
96
A longitudinal study should be conducted to gather information over a long period of
time, including the pre-pandemic, pandemic, and post-pandemic phases.
A control group of students who were not affected by the pandemic could be
included to separate the specific effects of the pandemic from other confounding
factors.
A mixed-methods approach can be used to better understand students' experiences,
perceptions, and contextual factors that influenced their responses.
Multivariate analysis can be conducted to examine how different variables, such as
social interactions, emotional well-being, and participation in sports, interact and
have a combined impact.
Comparing the effects of the pandemic on students at various grade levels, including
those in lower and higher grades, would help understand the unique effects of the
pandemic on each grade level.
Analyzing the experiences of particular subgroups, such as those from different
socioeconomic backgrounds, special educational needs, or cultural backgrounds,
would provide information about the various effects of the pandemic on these
subgroups and inform targeted support and intervention strategies.
Assessing the effectiveness of mitigation strategies and support systems during the
pandemic can help develop a more thorough understanding of the COVID-19
pandemic's effects on high school students and inform evidence-based strategies to
support their academic, social, and emotional development.
Sample size and representativeness.
* Lack of pre-pandemic baseline.

* The study's results are only applicable to students in Grades 9, 10, and 11
* Lack of control group.
* Temporal restrictions.
Recommendations for future research:
Based on the identified impact of the COVID-19 pandemic on high school students,
the following recommendations for further research can be made: To find the best
practices and guide future educational approaches, consider motivation, learning
outcomes, and best practices.
97
Support for mental health: Look into the success of programs and interventions for
mental health aimed at high school students both during and after the pandemic.
Examine the effectiveness of various strategies, including counseling services,
mental health education initiatives, peer support groups, and online mental health
resources. Examine how social connectedness functions and how it affects high
school students' health during the pandemic.
Examine strategies for fostering connections and reducing social isolation, such as
peer mentoring programs, inclusive learning environments, and online social
interactions. Investigate possible variations in the pandemic’s effects on high school
students based on demographic elements like socioeconomic status, gender, race,
and location. It is possible to address disparities and create targeted interventions for
vulnerable populations by understanding these different impacts.
Coping strategies and methods for promoting resilience analyze the coping
mechanisms employed by high school students to deal with the problems the
pandemic has brought about. To increase students’ ability to handle adversity,
identify effective resilience-building strategies that can be incorporated into lesson
plans and assistance programs.
Comparative analysis: Look at how high school students perform across different
educational systems and countries and how different pandemic management,
remote learning, and support system strategies affect them. Comparisons can
influence policy direction and provide insight into the effectiveness of various
strategies.
Look at the challenges high school students had readjusting to in-person instruction
and establishing new routines after the pandemic. Analyze how these transitions
impact academic achievement, social integration, and emotional stability.
Determine strategies to assist students during this crucial time for their well-being.
Investigate the role that parental and community support can play in helping high
school students survive the pandemic.
Examine the effects of community resources, parental involvement, and cooperation
between schools and communities on the general resilience and well-being of
students. By focusing on these research areas, a thorough understanding of the
COVID-19 pandemic's effects on high school students can be achieved, allowing for
the creation of focused interventions and support systems to advance their well-
being and healthy development.
Conclusion:
The COVID-19 pandemic has significantly impacted students' physical activity levels,
with a significant portion of students (25.93%) not participating in sports events or
exercising during the lockdown.
98
The majority of students (53.52%) reported being less active than they were before
the restrictions were put in place, indicating that the decline in activity persisted even
after the lockdown ended.
The majority of students are trying to get back to being active and starting their
physical activity again. The lockdown has negatively impacted young students'
academic performance, with 182 (47.15%) of students seeing a drop in their grades,
while only 80 (20.72%) maintained their grades.
Only 37 (8.20%) of the students were not academically motivated before the
pandemic. The majority of students were able to adjust to new teaching techniques,
but 216 (46.06%) found it difficult. Physical classes were clearly preferred over
online ones. Religious activities during the lockdown were more engaged than before
the pandemic, but after the pandemic, fewer students are now participating in
religious activities.
This decline in religious participation could be attributed to alterations in religious
beliefs, accessibility to religious services, or priorities shifting in response to the
pandemic's effects on day-to-day life. The data shows significant changes in
students' emotional health before, during, and after the pandemic.
A large majority of students (77.18%) reported being happy with their lives before the
lockdown, but there was a noticeable decline in satisfaction during the lockdown.
After the lockdown, 62.47% of students felt happy, while 49.89% felt that the
pandemic had no impact on their happiness.
In conclusion, the COVID-19 pandemic has had a significant social impact on
students, with a significant decrease in physical activity levels and a need for
focused interventions and strategies to address the academic difficulties students
are experiencing.
There is no doubt that COVID-19 has had a MASSIVE impact on young people,
proving that my hypothesis that children were negatively affected in every way was
correct.
Acknowledgements:
I want to express my gratitude to the following individuals for their support and
assistance in helping me refine my project:
99
- My school (Hoërskool Schoonspruit)
 For permission to do this study on students.
- Mev. L. Van der Walt. (Teacher)

 Helped improve my program with helpful comments.
- Mev. C. Van der Walt. (Teacher)

 Helped sign me up for study.
 Correcting some spelling errors.
- Mev. L. van Staden. (Teacher)

 Helped improve questionnaires.
 Helped with a few idees in terms of students used in this study.
 Taking of pictures.
- My parents.
 Printing of study.
 Taking me to events.
- Mr. Author Niekerk (Board Certified Cardiologist)

 Tips on how to draw graphs.
Pictures:
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Covid-

North West, Klerksdorp

The research objectives include:

Identifying areas of developmental needs based on age- and grade-

The study draws inspiration from existing research on the impacts

Data Collection: The research employed questionnaires to gather

Data Analysis: Data collected was processed and analyzed using a

Results and Conclusions:

Physical Activities: During the lockdown, many learners'

Academic Performance: A substantial number of learners

Emotional Well-being: Learners' emotional well-being experienced

Cultural Practices: Learners' engagement in religious activities

Develop targeted interventions to address the negative impact on

FURTHER EXPLANATION BELOW!!

The percentage of learners that have experienced an increase in emotional stress

[1] Target group

Results and conclusions:

Cross-examination (question 34) confirms this. Learners were mostly emotionally

The use of stimulants in general may be underreported as learners may feel

My sub-research questions were as follows:

Back up with literature:

Dr. Gail E Wyatt, Mental Health ramifications of Covid-19 pandemic.

Solutions for the problem:

- Approache foundations for financial assistance where children can be

The purpose of this study:

Aim of this study:

To contribute to knowledge on performance and growth of learners development and

[Take a closer look at method for answers and resolved statistics]

Lack of pre-pandemic baseline: The study focuses on the impact of COVID-19 on

Subjectivity of emotional well-being measures: Assessing students' emotional well-

Limited scope of variables: The study primarily focuses on academic, social,

Considering these limitations, it is important to interpret the study's findings with

Mixed methods approach: Combine quantitative data collection with qualitative

Multivariate analysis: Conduct multivariate analysis to examine the interaction and

In-depth exploration of specific subgroups: Investigate the experiences of specific

Intervention effectiveness: Evaluate the effectiveness of different interventions and

By addressing these recommendations in future research, we can gain a more

The COVID-19 pandemic had far-reaching consequences across various aspects of

My study focused on 5 factors. The academic performance of young scholars, their

Symptoms of the illness:

Impact the virus had on Children:

The Covid-19 virus consists of various parts. It is important to understand the

The Problem of my study is:

Emotionally the pandemic caused a wide spectrum of emotional challenges.

Expected statistics from the study:

Purpose of the statistics and findings:

1. Target group and sample:

7. Data analysis and interpretation:

The questions on the questionnaires were thoroughly formulated to obtain relevant

This allowed the study to perform quantitative analyses including calculating

The collection of the questionnaires focused on encouraging the learners to

Based on the additional information provided for the 472 questionnaires:

The study utilized a quantitative research method specifically using questionnaires to

METHOD[5]: For the study of "CoviKids Chronicles":

These findings can be used to make informed recommendations aimed at

This can include calculating averages, standard deviations, percentages and

Comparison of pre- and post-COVID-19 data:

For example, an increase in emotional problems or a decrease in sports activities.

1. Participation in sport activities:

A. Participation in sport activities:

Did take part in sport: Did not take part in sport:

Change in Physical Activity (involvement) Before, During, and After