Online to Face-to-Face Learning Transition: Its Psychological Effect
DOI:
https://doi.org/10.55927/eajmr.v2i12.6959Keywords:
Online Learning Modality, Psychological Effects, Face-to-Face Learning, Qualitative Study, PhenomenologicalAbstract
This study explores the psychological impact of transitioning from online to face-to-face learning among 2nd-year Psychology students at the University of Cebu – Main Campus during the academic year 2022-2023. The challenges faced during this transition and the participants' lived experiences are discussed. Using qualitative research employing purposive sampling, second-year psychology students were selected for one-on-one interviews. Thematic analysis of transcribed interviews identified 11 emergent themes, categorized into three overarching themes addressing sub-problems. Challenges during the transition were classified under "Challenges Experienced on Transitioning from Online Class to Face-to-Face Classes," with five emergent themes covering academic preparedness, student fear, financial issues, transportation hassles, and struggles with early wakeups. Emotional and mental well-being challenges were grouped under "Challenges that Affect the Emotional and Mental Well-Being of the Participants," featuring stress, anxiety, and a lack of interaction. How participants dealt with challenges fell under "Ways of the Participants in Dealing with the Challenges Met," with themes of responsibility and positivity.
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Copyright (c) 2023 Jehan O. Perocillo, Rulthan P. Sumicad, Kahlil Mae B. Gullegos, Maria Melessa Repollo
This work is licensed under a Creative Commons Attribution 4.0 International License.
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