Abstract
Purpose – This study aims to investigate elementary school students' attitudes toward online learning during the COVID-19 pandemic, focusing on the relationship between their attitudes and cognitive outcomes such as memory retention and comprehension. The goal is to enhance understanding of how psychological factors influence the effectiveness of online education and contribute to strategies for improving educational practices in remote environments.
Methods/Design/Approach – An exploratory research design was employed, using a structured survey distributed to 906 students from eight elementary schools in Yogyakarta, Indonesia. Data were collected through online questionnaires assessing attitudes toward online learning, memory retention, and comprehension abilities. Descriptive statistics and Pearson’s correlation coefficient were used to analyze the data, identifying relationships between students' attitudes and cognitive outcomes.
Findings – The study found that 52.65% of students had a negative attitude towards online learning. Students with positive attitudes exhibited better memory retention and comprehension, while those with negative attitudes showed significant challenges in these areas. The relationship between attitude and memory retention was statistically significant (χ² = 71.619, p < 0.001), as was the relationship between attitude and comprehension (χ² = 143.686, p < 0.001).
Originality/Value – This research adds to the limited studies on the psychological impact of online learning on younger students, offering insights into how attitudes shape cognitive performance in remote education environments. It emphasizes the importance of fostering positive attitudes to improve educational outcomes in online settings.
Practical Implications – The findings suggest that educational interventions should focus on improving students' attitudes towards online learning to enhance cognitive engagement and performance. Incorporating blended learning models and more interactive, engaging online experiences could better support young learners in remote education environments.
Keywords Online learning, elementary education, attitudes, memory retention, comprehension.
Paper type Research paper
Keywords
References
Aletheiani, D. R. (2021). Curricular responsiveness to the Covid-19 crisis: The case of Indonesia. PROSPECTS.
Arribathi, A. H., Suwarto, Rosyad, A. M., Budiarto, M., Supriyanti, D., & Mulyati. (2021). An Analysis of Student Learning Anxiety During the COVID-19 Pandemic: A Study in Higher Education. The Journal of Continuing Higher Education, 1–14.
Baticulon, R. E., Sy, J. J., Alberto, N. R. I., Baron, M. B. C., Mabulay, R. E. C., Rizada, L. G. T., Tiu, C. J. S., Clarion, C. A., & Reyes, J. C. B. (2021). Barriers to Online Learning in the Time of COVID-19: A National Survey of Medical Students in the Philippines. Medical Science Educator.
Curum, B., & Khedo, K. K. (2021). Cognitive load management in mobile learning systems: Principles and theories. Journal of Computers in Education, 8(1), 109–136.
d’Orville, H. (2020). COVID-19 causes unprecedented educational disruption: Is there a road towards a new normal? PROSPECTS, 49(1–2), 11–15.
Devkota, K. R. (2021). Inequalities reinforced through online and distance education in the age of COVID-19: The case of higher education in Nepal. International Review of Education.
Fontenelle-Tereshchuk, D. (2021). Mental Health and the COVID-19 Crisis: The Hopes and Concerns for Children as Schools Re-open. Interchange, 52(1), 1–16.
Foo, C., Cheung, B., & Chu, K. (2021). A comparative study regarding distance learning and the conventional face-to-face approach conducted problem-based learning tutorial during the COVID-19 pandemic. BMC Medical Education, 21(1), 141.
Levrini, O., Fantini, P., Barelli, E., Branchetti, L., Satanassi, S., & Tasquier, G. (2021). The Present Shock and Time Re-appropriation in the Pandemic Era. Science & Education, 30(1), 1–31.
Prameswari, N. S., Saud, M., Amboro, J. L., & Wahyuningsih, N. (2020). The motivation of learning art & culture among students in Indonesia. Cogent Education, 7(1), 1809770.
Song, D., & Bonk, C. J. (2016). Motivational factors in self-directed informal learning from online learning resources. Cogent Education, 3(1), 1205838.
Watermeyer, R., Crick, T., Knight, C., & Goodall, J. (2021). COVID-19 and digital disruption in UK universities: Afflictions and affordances of emergency online migration. Higher Education, 81(3), 623–641.
Licensing
©️ 2024 The Author(s). Published by Global Educational Research Review.
This is an Open Access article distributed under the terms of the Creative Commons Attribution 4.0 International License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.
The terms of this license allow the posting of the Accepted Manuscript or Published Version in institutional or subject repositories by the author(s).
Reprints and Permissions
This is an open access article distributed under the terms of the Creative Commons Attribution 4.0
International License (CC BY 4.0), which permits unrestricted use, distribution, and
reproduction in any
medium, provided the original work is properly cited.
Permission is not required to reuse this article, in part or whole, as long as proper
attribution is given
to the original work.
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References
Aletheiani, D. R. (2021). Curricular responsiveness to the Covid-19 crisis: The case of Indonesia. PROSPECTS.
Arribathi, A. H., Suwarto, Rosyad, A. M., Budiarto, M., Supriyanti, D., & Mulyati. (2021). An Analysis of Student Learning Anxiety During the COVID-19 Pandemic: A Study in Higher Education. The Journal of Continuing Higher Education, 1–14.
Baticulon, R. E., Sy, J. J., Alberto, N. R. I., Baron, M. B. C., Mabulay, R. E. C., Rizada, L. G. T., Tiu, C. J. S., Clarion, C. A., & Reyes, J. C. B. (2021). Barriers to Online Learning in the Time of COVID-19: A National Survey of Medical Students in the Philippines. Medical Science Educator.
Curum, B., & Khedo, K. K. (2021). Cognitive load management in mobile learning systems: Principles and theories. Journal of Computers in Education, 8(1), 109–136.
d’Orville, H. (2020). COVID-19 causes unprecedented educational disruption: Is there a road towards a new normal? PROSPECTS, 49(1–2), 11–15.
Devkota, K. R. (2021). Inequalities reinforced through online and distance education in the age of COVID-19: The case of higher education in Nepal. International Review of Education.
Fontenelle-Tereshchuk, D. (2021). Mental Health and the COVID-19 Crisis: The Hopes and Concerns for Children as Schools Re-open. Interchange, 52(1), 1–16.
Foo, C., Cheung, B., & Chu, K. (2021). A comparative study regarding distance learning and the conventional face-to-face approach conducted problem-based learning tutorial during the COVID-19 pandemic. BMC Medical Education, 21(1), 141.
Levrini, O., Fantini, P., Barelli, E., Branchetti, L., Satanassi, S., & Tasquier, G. (2021). The Present Shock and Time Re-appropriation in the Pandemic Era. Science & Education, 30(1), 1–31.
Prameswari, N. S., Saud, M., Amboro, J. L., & Wahyuningsih, N. (2020). The motivation of learning art & culture among students in Indonesia. Cogent Education, 7(1), 1809770.
Song, D., & Bonk, C. J. (2016). Motivational factors in self-directed informal learning from online learning resources. Cogent Education, 3(1), 1205838.
Watermeyer, R., Crick, T., Knight, C., & Goodall, J. (2021). COVID-19 and digital disruption in UK universities: Afflictions and affordances of emergency online migration. Higher Education, 81(3), 623–641.
Licensing
©️ 2024 The Author(s). Published by Global Educational Research Review.
This is an Open Access article distributed under the terms of the Creative Commons Attribution 4.0 International License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.
The terms of this license allow the posting of the Accepted Manuscript or Published Version in institutional or subject repositories by the author(s).
Reprints and Permissions
This is an open access article distributed under the terms of the Creative Commons Attribution 4.0
International License (CC BY 4.0), which permits unrestricted use, distribution, and
reproduction in any
medium, provided the original work is properly cited.
Permission is not required to reuse this article, in part or whole, as long as proper attribution is
given
to the original work.