Students’ attitudes and coping strategies relating to online learning during the COVID-19 pandemic: A cross-sectional study

Hawa Rahmat; Adlene Aris; Hazlina Mohd Miskam; Kogilavani Rajendran; Rohaidah Mashudi

doi:10.12688/f1000research.73610.1

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Students’ attitudes and coping strategies relating to online learning during the COVID-19 pandemic: A cross-sectional study

[version 1; peer review: 2 approved with reservations]

Hawa Rahmat ¹, Adlene Aris¹, Hazlina Mohd Miskam², Kogilavani Rajendran³, Rohaidah Mashudi¹

Hawa Rahmat ¹, Adlene Aris¹, [...] Hazlina Mohd Miskam², Kogilavani Rajendran³, Rohaidah Mashudi¹

PUBLISHED 17 Mar 2022

Author details Author details

¹ Faculty of Applied Communication, Multimedia University, Bukit Beruang, Melaka, 75450, Malaysia
² Pusat Perubatan, Universiti Kebangsaan Malaysia, Cheras, Kuala Lumpur, 56000, Malaysia
³ Kontinjen Polis Diraja Malaysia, PDRM, Kuala Lumpur, 50560, Malaysia

Hawa Rahmat
Roles: Conceptualization, Methodology, Project Administration

Adlene Aris
Roles: Data Curation, Formal Analysis

Hazlina Mohd Miskam
Roles: Investigation, Methodology, Writing – Original Draft Preparation

Kogilavani Rajendran
Roles: Resources, Writing – Review & Editing

Rohaidah Mashudi
Roles: Writing – Original Draft Preparation, Writing – Review & Editing

OPEN PEER REVIEW

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Abstract

Background: The emergence of the COVID-19 pandemic has forced most classes at the tertiary education level to be held online or in a digital mode. This study investigates Multimedia University (MMU) students’ attitudes and coping strategies in relation to online learning classes during the COVID-19 pandemic.

Methods: This is a cross-sectional analysis among students at the MMU campus in Malaysia. Student respondents were chosen using simple random sampling. They answered online surveys developed through Google forms with an appended consent form. Two questions were developed inquiring about students' acceptance of online learning courses to gauge their attitudes. The coping strategies questions were adapted from the Brief-COPE questionnaire with 28 items. There are 14 strategies in the Brief-COPE: self-distraction, active coping, denial, substance use, emotional support, instrumental support, behavioural disengagement, venting, positive reframing, planning, humour, acceptance, religion, and self-blame. We hypothesised that there would be a significant correlation between attitudes and coping strategies among MMU students taking online classes during the COVID-19 pandemic.

Results: 8 out of 14 coping strategies were significantly correlated with students’ attitudes towards online learning. The study showed that those students with a positive or accepting attitude towards online learning were more likely to use positive coping strategies. Those students with negative, less accepting attitudes towards online learning seemed to use more negative coping strategies.

Conclusion: The study focuses on students studying at MMU. Therefore, the outcome cannot be generalised for all university students in Malaysia. The primary goal of the study was to investigate the attitudes and coping strategies of Multimedia University students when confronted with the unexpected outcomes of the COVID-19 pandemic. The results of the study may assist MMU in understanding student behaviour and developing strategies to assist the students.

Keywords

COVID-19, Pandemic, Online learning, Student Attitude, Coping strategies

Corresponding author: Hawa Rahmat

Competing interests: No competing interests were disclosed.

Grant information: The author(s) declared that no grants were involved in supporting this work.

Copyright: © 2022 Rahmat H et al. This is an open access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

How to cite: Rahmat H, Aris A, Mohd Miskam H et al. Students’ attitudes and coping strategies relating to online learning during the COVID-19 pandemic: A cross-sectional study [version 1; peer review: 2 approved with reservations]. F1000Research 2022, 11:320 (https://doi.org/10.12688/f1000research.73610.1) First published: 17 Mar 2022, 11:320 (https://doi.org/10.12688/f1000research.73610.1) Latest published: 17 Mar 2022, 11:320 (https://doi.org/10.12688/f1000research.73610.1)

Introduction

As a result of the COVID-19 pandemic, the World Health Organisation (WHO) recommends restricting activities with the potential to generate large crowds, and that learning activities are held in environments that limit physical contact between students and lecturers. Online learning is an alternative form of learning that has been utilized during the COVID-19 emergency.¹ Online learning refers to learning that takes place via the Internet, offering more accessibility, connectivity, flexibility, and the capacity to initiate numerous types of learning exchanges²; it is important to note that distance learning, e-learning, and online learning are not interchangeable terms.³ In the present COVID-19 pandemic, learning activities in schools and higher learning institutions across the world have moved online. Online learning is a necessary strategy to prevent the spread of COVID-19 in educational institutions. However, undoubtedly, the majority of colleges and universities have encountered enormous problems with this new standard of learning.⁴

Multimedia University (MMU) had been offering at least 30 percent of its courses as blended learning or flipped classrooms for years before the pandemic began. In a flipped classroom, students are introduced to topics at home and then practice working through it at school. Now, however, the classes are not just flipped but rather operate fully online, which may influence students’ attitudes and their coping strategies as they adapt to the change. Thus, this study asks: what is the attitude of the students towards online classes? Additionally, what are the main coping strategies used by the students?

Students’ attitudes towards online learning

Attitude refers to one’s positive or negative evaluation of a behaviour.⁵^,⁶ In Kemp et al. and Baloran’s studies, when asked if they preferred face-to-face or remote teaching and whether they struggled to adjust to remote learning and teaching, students' preferences for a teaching or learning delivery mode reflected a favourable attitude toward the online approach.⁵^,⁷ Other studies revealed that the majority of students who had undergone online-blended learning expressed negative impressions due to slow internet connectivity.⁷^,⁸ However, since online learning is not new to MMU students, perhaps more feedback might be generated for the current study. In addition, during the pandemic, the majority of MMU students are participating in online learning from their hometowns. Thus, these conditions may offer a unique input to the study, since the internet at home may not be as effective as it is on campus.

Students’ coping strategies for online learning

Sheroun et al. studied stress and coping strategies during the COVID-19 lockdown, focusing on nursing students. They used the Brief-COPE, which is a 28-item self-report questionnaire.⁹ The results showed that the participants were found to be using coping strategies moderately.¹⁰ In this case, the nurses were considered frontline workers; therefore, their stressful and tiring circumstances may have influenced their coping strategies. It might be interesting to know MMU students’ coping strategies, as the nature of workload is different in comparison to that of the nursing students.

In another study by Kar et al., on stress and coping strategies among people from different backgrounds aged between 20 and 64 years, respondents who avoided thinking about the pandemic or were unaware of coping techniques, reported considerably higher anxiety and depression levels.¹¹ The respondents were given a few common coping strategies and then asked an open-ended question to find out what other specific strategies they were using. Results showed that sharing emotions, activities, humour, turning to faith, having hope, avoiding negative thinking, and problem-solving were among the most common coping strategies used by the respondents. Talking to people and sharing feelings, keeping busy, praying, and remaining hopeful are some of the other coping strategies shared by the respondents. In Kar’s and Sheroun’s studies, they used different instruments with the same objective. Interestingly, their studies had the same conclusion. As a result, the current investigation was carried out to determine the results with diverse responder cultures.

In a study on the relationship between anxiety and coping strategies among nursing students during the pandemic using the Coping Behaviour Questionnaire (COPE),¹² the outcome showed that positive attitude (lower anxiety levels) correlated with the use of humour. The nursing department's staff may contribute to decreasing student anxiety by maintaining regular contact and supporting them through the use of humour. Even though this study used different coping strategy questionnaires, it could be concluded that those students with positive attitudes may have a positive correlation with the same coping strategies. It would be advantageous to investigate MMU students’ attitudes and coping strategies and how they compare to previous studies. This study hypothesises that there is a significant relationship between attitudes and coping strategies among MMU students taking online classes during the COVID-19 pandemic.

Methods

Study design

This is a cross-sectional study conducted between February and May 2021. An online survey questionnaire was distributed among students at the Multimedia University (MMU), Melaka campus in Malaysia. MMU has three campuses in Cyberjaya, Melaka, and Nusajaya. Melaka campus was chosen for this study as it has the most students.

Study population

The number of samples were selected based on Cohen’s (1988) statistical power analysis for behavioural sciences¹³ About 353 students participated in the survey. Student respondents were chosen using simple random sampling, where everyone has an equal probability of getting chosen.

Data collection

Participants answered an online survey developed through Google forms with an appended consent form. The questionnaire used in this study can be found under Extended data.⁹ Lecturers were approached for permission to conduct the survey on their students. Then emails were sent to the students with more information and the survey after the lecturers informed them about the survey on February 2, 2021. Data collection ended on May 31, 2021.

The researchers developed the questionnaire around students' attitudes towards online learning. The coping strategy questions were adapted from the 28-item Brief-COPE. The items in the Brief-COPE are statements such as “I’ve been blaming myself for things that happened.” There is also a 4-point Likert scale; 1= I haven’t been doing this at all, 2= I’ve been doing this a little bit, 3= I’ve been doing this a medium amount, 4= I’ve been doing this a lot. There are 14 strategies in the Brief-COPE: self-distraction, active coping, denial, substance use, emotional support, instrumental support, behavioural disengagement, venting, positive reframing, planning, humour, acceptance, religion, and self-blame. Cronbach's alpha test is used to test the reliability of the instruments. Reliability refers to the extent the instruments could produce consistent findings over several trials. The reliability for Brief-COPE is α = 0.85.

Data analysis

Data were analysed using SPSS software version 26. Then, data screening was conducted to check for any missing data. These datasets may have missing values due to a variety of factors such as undefined values, data collection errors, or faulty implementation during merging datasets. However, no missing values were found in the data. Next, descriptive and Pearson Correlation Coefficient (r) statistics were computed on the original survey data. Descriptive analysis was used to describe the demographic variables of the respondents. Pearson Correlation Coefficient (r) was used to analyse the relationship between students’ attitudes and coping strategies relating to online learning during the COVID-19 pandemic.

Ethics and consent

Ethical approval for this study was obtained from the Research Ethics Committee of the Technology Transfer Office, Multimedia University, Malaysia (Approval Number: EA0742021). Informed consent was obtained from participants of the study for the confidential use of their data. A statement detailing the purpose of the study and confirming the confidentiality of the survey in accordance with the Data Protection Act 2010 was presented to participants at the start of the survey. Participants then had the option to continue or exit the survey.

Results and discussion

About 207 (58.6%) female and 146 (41.4%) male students participated in the study. The detailed demographic background of participants is shown in Table 1. The full dataset for this study can be found under Underlying data.⁹

Table 1. Demographic background of the participants.

	Frequency	Percentage
Gender
Male	146	41.4
Female	207	58.6
Ethnicity
Malay/Bumiputera	49	13.9
Chinese	240	68
Indian	47	13.3
Others	17	4.8
Religion
Islam	55	15.6
Buddhism	211	59.8
Hinduism	40	11.3
Christian	35	9.9
Others	9	3.4
Year of study
1^st Year	278	79
2^nd Year	73	21

The results of the correlation coefficient indicate a modest positive correlation between attitude toward online learning and active coping strategies (r = .267, p < 0.01). The correlation coefficient indicates a modest positive correlation between attitude toward online learning and positive reframing (r = .211, p < 0.01). The correlation coefficient indicates a modest positive correlation between attitude toward online learning and planning (r = .187, p < 0.01). The correlation coefficient indicates a modest positive correlation between attitude toward online learning and acceptance (r = .230, p < 0.01).

Furthermore, results of the correlation coefficient indicate a modest negative correlation between attitude toward online learning and denial (r = -.117, p < 0.05). The correlation coefficient indicates a modest negative correlation between attitude toward online learning and substance use (r = -.114, p < 0.05). The correlation coefficient indicates a modest negative correlation between attitude toward online learning and behavioural disengagement (r = -.097, p < 0.05). The correlation coefficient indicates a modest negative correlation between attitude toward online learning and self-blame (r = -.126, p < 0.01).

In total, 8 out of 14 coping strategies were significantly correlated (modest correlation) with students’ attitudes towards online learning. The study showed that students with positive attitudes or acceptance towards online learning were likely to use positive coping strategies, i.e., active coping, positive reframing, planning, and acceptance. The results also revealed that those students with negative attitudes or acceptance towards online learning seemed to use negative coping strategies, i.e., denial, substance use, behavioural disengagement, and self-blame. In comparison to previous studies,⁷^,¹⁰^,¹¹ this outcome indicates that students have better control of themselves in choosing the best coping strategies while participating in online learning.

Likewise, the students seemed to have good attitudes towards online learning. At MMU, online learning including blended learning which at least 30% of the classes have been the practiced for 10 years. Therefore, when the students and the lecturers were informed the restrictions to in-person learning, they were prepared. Initially, MMU students had good attitudes toward online learning, and their positivity was associated with effective coping strategies. Some studies also highlighted that the more that higher education institutions understand the factors affecting the use of online learning, the easier it will be to continue offering online classes to students,⁶^,¹⁴ even after restrictions to in-person learning ease.

Conclusion

The COVID-19 pandemic has caused a crisis among Malaysian students in higher education. The outcomes of online learning require researcher's attention in order to understand students' attitudes and coping strategies. Our results showed that MMU students have positive attitudes towards online learning despite the locations of their hometowns from which they were studying. The findings suggest that students have more self-control when it comes to selecting the optimal coping strategies for online learning. Support and assistance from the technical unit at MMU and lecturers with previous online teaching experience contributed to positive attitudes and relevant coping strategies during the pandemic. Because this study focuses on students studying at MMU, the outcome cannot be generalised to all university students in Malaysia. However, the outcome may assist MMU in understanding and developing strategies to assist students.

Data availability

Underlying data

DANS: Students’ attitudes and coping strategies relating to online learning in the time of COVID-19. https://doi.org/10.17026/dans-x3e-7ast⁹

This project contains the following underlying data:

- DATA SET_ CLE21112_F1000v2.xlsx (questionnaire responses)

Extended data

This project contains the following underlying data:

- Blank copy_Survey questionnaire_online learning and coping.pdf (questionnaire and consent statement)

Data are available under the terms of the Creative Commons Zero “No rights reserved” data waiver (CC0 1.0 Public domain dedication).

Author contributions

All authors contributed to the research project

Acknowledgments

Thank you to the students participated in the study

References

1. Pragholapati A: COVID-19 impact on students. Bandung, Indonesia: Department of Nursing, Faculty of Sport Education and Health, Universitas Pendidikan Indonesia; 2020.
2. Rahman SR: Pembelajaran Online di Tengah Pandemic Covid-19.2020; vol. 02, no. 02, pp. 81–89. 2020.
3. Moore JL, Dickson-Deane C, Galyen K: e-Learning, online learning, and distance learning environments: Are they the same?. Internet High. Educ. 2011; 14(2): 129–135. Publisher Full Text
4. Talidong KJB, Toquero CMD: Philippine teachers’ practices to deal with anxiety amid COVID-19. J. Loss Trauma. 2020; 25(6-7): 573–579. Publisher Full Text
5. Kemp A, Palmer E, Strelan P: A taxonomy of factors affecting attitudes towards educational technologies for use with technology acceptance models. Br. J. Educ. Technol. 2019; 50: 2394–2413. Publisher Full Text
6. Aguilera-Hermida AP, Quiroga-Garza A, Gómez-Mendoza S, et al.: Comparison of students’ use and acceptance of emergency online learning due to COVID-19 in the USA, Mexico, Peru, and Turkey. Educ. Inf. Technol. 2021; 26: 6823–6845. Publisher Full Text
7. Baloran ET: Knowledge, Attitudes, Anxiety, and Coping Strategies of Students during COVID-19 Pandemic. J. Loss Trauma. 2020; 25: 635–642. Publisher Full Text
8. Ja’ashan, M.: Perceptions and attitudes towards blended learning for English courses: A case study of students at University of Bisha Mohammed. Engl. Lang. Teach. 2015; 8(9): 40–50.
9. RAHMAT, Dr HAWA (Multimedia university): Students’ Attitudes and Coping Strategies Relating to Online Learning in the Time of COVID-19. DANS; 2021. Publisher Full Text
10. Sheroun D, Wankhar DD, Devrani A, et al.: A study to assess the perceived stress and coping strategies among B. Sc. nursing students of selected colleges in Pune during COVID-19 pandemic lockdown. International Journal of Science and Healthcare Research. 2020; 5(2): 280–288.
11. Kar N, Kar B, Kar S: Stress and coping during COVID-19 pandemic: Result of an online survey. Psychiatry Res. 2021; 295: 113598. PubMed Abstract | Publisher Full Text
12. Savitsky B, Findling Y, Ereli A, et al.: Anxiety and coping strategies among nursing students during the covid-19 pandemic. Nurse Educ. Pract. 2020; 46: 102809. PubMed Abstract | Publisher Full Text .
13. Cohen J: Statistical power analysis for the behavioral sciences. 2nd ed.New York: Lawrence Erlbaum Associates; 1988.
14. Racero FJ, Bueno S, Gallego MD: Predicting students’ behavioral intention to use open source software: A combined view of the technology acceptance model and self-determination theory. Appl. Sci. 2020; 10(8): 2711. Publisher Full Text .

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Version 1

VERSION 1 PUBLISHED 17 Mar 2022

Author details Author details

Hawa Rahmat
Roles: Conceptualization, Methodology, Project Administration

Adlene Aris
Roles: Data Curation, Formal Analysis

Hazlina Mohd Miskam
Roles: Investigation, Methodology, Writing – Original Draft Preparation

Kogilavani Rajendran
Roles: Resources, Writing – Review & Editing

Rohaidah Mashudi
Roles: Writing – Original Draft Preparation, Writing – Review & Editing

Competing interests

No competing interests were disclosed.

Grant information

The author(s) declared that no grants were involved in supporting this work.

Article Versions (1)

version 1

Published: 17 Mar 2022, 11:320

https://doi.org/10.12688/f1000research.73610.1

© 2022 Rahmat H et al. This is an open access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

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Rahmat H, Aris A, Mohd Miskam H et al. Students’ attitudes and coping strategies relating to online learning during the COVID-19 pandemic: A cross-sectional study [version 1; peer review: 2 approved with reservations]. F1000Research 2022, 11:320 (https://doi.org/10.12688/f1000research.73610.1)

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PUBLISHED 17 Mar 2022

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Reviewer Report 26 Mar 2024

Roland Nnaemeka Okoro, Department of Clinical Pharmacy and Pharmacy Administration, University of Maiduguri, Maiduguri, Borno, Nigeria

Approved with Reservations

https://doi.org/10.5256/f1000research.77273.r252668

Abstract
The conclusion is not supported by the results.

Introduction
I think there is no need for sub-headings here

Methods
1. What was the minimum sample size calculated based on Cohen's (1988)?
2. More information is required on how simple random sampling was used to select study participants.
3. If there were no missing data, the following statements are unnecessary "These datasets may have missing values due to a variety of factors such as undefined values, data collection errors, or faulty implementation during merging datasets. However, no missing values were found in the data"
4. A significant level of the Pearson Correlation Coefficient (r) needs to be stated.

Results and Discussion
The response rate should be calculated and reported

Conclusion
Study limitation is supposed to mark the end of the discussion section. Hence, the following statements should be moved to the discussion section. "Because this study focuses on students studying at MMU, the outcome cannot be generalised to all university students in Malaysia. However, the outcome may assist MMU in understanding and developing strategies to assist students".

Is the work clearly and accurately presented and does it cite the current literature?

Yes
Is the study design appropriate and is the work technically sound?

Yes
Are sufficient details of methods and analysis provided to allow replication by others?

Yes
If applicable, is the statistical analysis and its interpretation appropriate?

Yes
Are all the source data underlying the results available to ensure full reproducibility?

Yes
Are the conclusions drawn adequately supported by the results?

Partly

Competing Interests: No competing interests were disclosed.

Reviewer Expertise: Pharmacy practice and education

I confirm that I have read this submission and believe that I have an appropriate level of expertise to confirm that it is of an acceptable scientific standard, however I have significant reservations, as outlined above.

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Reviewer Report 12 Feb 2024

Nurhasniza Idham Binti Abu Hasan, Mathematical Sciences, College of Computing, Informatics and Media, Universiti Teknologi MARA, Perak, Tapah, Malaysia

Approved with Reservations

https://doi.org/10.5256/f1000research.77273.r234805

Here are the comments for improvement.
Pros:

The article has a clear and relevant title, abstract, and keywords that reflect the main purpose and findings of the study.
The article provides a comprehensive

Here are the comments for improvement.
Pros:

The article has a clear and relevant title, abstract, and keywords that reflect the main purpose and findings of the study.
The article provides a comprehensive literature review on the topics of online learning, students’ attitudes, and coping strategies during the COVID-19 pandemic
The article uses a valid and reliable instrument (Brief-COPE) to measure the coping strategies of the students.
The article reports the results of the descriptive and correlation analyses in a concise and informative way, using tables and graphs to illustrate the data.
The article discusses the implications and limitations of the study, and suggests some recommendations for future research and practice.

ABSTRACT

Methods: This is a cross-sectional analysis among students at the MMU campus in Malaysia.-The author must include the data collection period, number of sample size is missing.
Two questions were developed inquiring about students' acceptance of online learning courses to gauge their attitudes. The coping strategies questions were adapted from the Brief-COPE questionnaire with 28 items. There are 14 strategies in the Brief-COPE: self-distraction, active coping, denial, substance use, emotional support, instrumental support, behavioural disengagement, venting, positive reframing, planning, humour, acceptance, religion, and self-blame. The author needs to include the method of data analysis here.
Results: need to include P-value. For example, The study showed that those students with a positive or accepting attitude towards online learning were more likely to use positive coping strategies (r=….., p-value=……)
Conclusions- Not written well in this part. Totally wrong conclusions. The author does not conclude the findings of the study instead of the scope and limitations of study.

INTRODUCTION

Now, however, the classes are not just flipped but rather operate fully online, which may influence students’ attitudes and their coping strategies as they adapt to the change. Thus, this study asks: what is the attitude of the students towards online classes? Additionally, what are the main coping strategies used by the students?- The word ‘now’ represent which period of year?.
There is still lacking about the gap of the study, novelty, problem statement which is not described well. Instead of the authors more focusing on literature review. I suggest making another sub-heading which literature review before subheading students’ attitudes towards online learning. It was also suggested to include a theoretical or conceptual framework for the study. After the literature review. Also, please discuss the novelty or the gap of the study. Explain the rationale of why the study is carried out. It also suggested to add objective of determine the level of students MMU attitude to see the students is positive or negative attitude toward learning and please add how do you categories the students attitude either positive or negative attitudes. This you can refer https://solidstatetechnology.us/index.php/JSST/article/view/3985. And don’t forget to cite.

METHOD

Study population- The article does not explain the rationale or criteria for selecting the MMU Melaka campus as the study site, and how representative or generalizable the sample is to other university students in Malaysia or elsewhere. The sampling method is also not correct. If use simple random sampling techniques. Please describe the ways you select the responded included in the study?

The article does not provide any information on the response rate. Please explain detail about the inclusion or exclusion criteria to included the students participate in the study.
The article does not specify the two questions that were developed to measure the students’ attitudes towards online learning, and how they were scored or analysed.
The article does not report the Cronbach’s alpha values for students’ attitude, and how they developed the instrument. Please read and refer this paper on how to explain the instrument part https://doi.org/10.21315/mjms2023.30.6.10. There are a lot of improvement to be make at this part.

DATA ANALYSIS:

Please read and refer this paper on how to explain the instrument part https://doi.org/10.21315/mjms2023.30.6.10. There are a lot of improvement to be make at this part. The article do not explain the bencharmark for rejecting Ho, the benchmark for crobanch alpha. The benchark for pearson correlation coefficient;-value of strong, weak, and moderate relationship must explain detail here.

RESULTS & DISCUSSUIONS

The articles do not have output tables. What are modes? What value of r that we say the relationship as weak, moderate and strong relationship?
The article does not discuss the possible causes or mechanisms behind the significant correlations between the students’ attitudes and coping strategies, and how they relate to the existing literature or theory.

CONCLUSION

The article does not make the summary of the findings. Suppose the article must answer the research objective of investigating or determing the MMU students’ attitudes with coping strategies styles in relation to ODL during covid-19.

Is the work clearly and accurately presented and does it cite the current literature?

Yes
Is the study design appropriate and is the work technically sound?

Partly
Are sufficient details of methods and analysis provided to allow replication by others?

No
If applicable, is the statistical analysis and its interpretation appropriate?

No
Are all the source data underlying the results available to ensure full reproducibility?

No
Are the conclusions drawn adequately supported by the results?

Partly

Competing Interests: No competing interests were disclosed.

Reviewer Expertise: social science rearch, students attitude, knowledge, and behaviour, public health,seschology

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Author Response 13 Apr 2024

Hawa Binti Rahmat ., Faculty of Applied Communication, Multimedia University, Bukit Beruang, 75450, Malaysia

13 Apr 2024

Author Response

Dear Dr. Nurhasniza Idham Binti Abu Hasan,
Thank you for your invaluable feedback. Appreciate it. I would like to clarify here that the article is a "brief report," thus we ... Continue reading Dear Dr. Nurhasniza Idham Binti Abu Hasan,
Thank you for your invaluable feedback. Appreciate it. I would like to clarify here that the article is a "brief report," thus we have to adhere to a certain number of words as it requires cost. However, we can amend based on the reviewer's comment. I will do the amendment accordingly.
Thank you.
Dear Dr. Nurhasniza Idham Binti Abu Hasan,
Thank you for your invaluable feedback. Appreciate it. I would like to clarify here that the article is a "brief report," thus we have to adhere to a certain number of words as it requires cost. However, we can amend based on the reviewer's comment. I will do the amendment accordingly.
Thank you.
Competing Interests: No competing interests were disclosed. Close
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Author Response 13 Apr 2024

Hawa Binti Rahmat ., Faculty of Applied Communication, Multimedia University, Bukit Beruang, 75450, Malaysia

13 Apr 2024

Author Response

Dear Dr. Nurhasniza Idham Binti Abu Hasan,
Thank you for your invaluable feedback. Appreciate it. I would like to clarify here that the article is a "brief report," thus we ... Continue reading Dear Dr. Nurhasniza Idham Binti Abu Hasan,
Thank you for your invaluable feedback. Appreciate it. I would like to clarify here that the article is a "brief report," thus we have to adhere to a certain number of words as it requires cost. However, we can amend based on the reviewer's comment. I will do the amendment accordingly.
Thank you.
Dear Dr. Nurhasniza Idham Binti Abu Hasan,
Thank you for your invaluable feedback. Appreciate it. I would like to clarify here that the article is a "brief report," thus we have to adhere to a certain number of words as it requires cost. However, we can amend based on the reviewer's comment. I will do the amendment accordingly.
Thank you.
Competing Interests: No competing interests were disclosed. Close
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Nurhasniza Idham Binti Abu Hasan, Universiti Teknologi MARA, Perak, Malaysia
Roland Nnaemeka Okoro, University of Maiduguri, Maiduguri, Nigeria

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26 Mar 2024 | for Version 1

Roland Nnaemeka Okoro, Department of Clinical Pharmacy and Pharmacy Administration, University of Maiduguri, Maiduguri, Borno, Nigeria

4 Views Cite this report Responses(0)

Approved With Reservations

Is the work clearly and accurately presented and does it cite the current literature?

Yes
Is the study design appropriate and is the work technically sound?

Yes
Are sufficient details of methods and analysis provided to allow replication by others?

Yes
If applicable, is the statistical analysis and its interpretation appropriate?

Yes
Are all the source data underlying the results available to ensure full reproducibility?

Yes
Are the conclusions drawn adequately supported by the results?

Partly

Competing Interests

No competing interests were disclosed.

Reviewer Expertise

Pharmacy practice and education

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12 Feb 2024 | for Version 1

Nurhasniza Idham Binti Abu Hasan, Mathematical Sciences, College of Computing, Informatics and Media, Universiti Teknologi MARA, Perak, Tapah, Malaysia

10 Views Cite this report Responses(1)

Approved With Reservations

Here are the comments for improvement.
Pros:

The article has a clear and relevant title, abstract, and keywords that reflect the main purpose and findings of the study.
The article provides a comprehensive literature review on the topics of online learning, students’ attitudes, and coping strategies during the COVID-19 pandemic
The article uses a valid and reliable instrument (Brief-COPE) to measure the coping strategies of the students.
The article reports the results of the descriptive and correlation analyses in a concise and informative way, using tables and graphs to illustrate the data.
The article discusses the implications and limitations of the study, and suggests some recommendations for future research and practice.

ABSTRACT

Methods: This is a cross-sectional analysis among students at the MMU campus in Malaysia.-The author must include the data collection period, number of sample size is missing.
Two questions were developed inquiring about students' acceptance of online learning courses to gauge their attitudes. The coping strategies questions were adapted from the Brief-COPE questionnaire with 28 items. There are 14 strategies in the Brief-COPE: self-distraction, active coping, denial, substance use, emotional support, instrumental support, behavioural disengagement, venting, positive reframing, planning, humour, acceptance, religion, and self-blame. The author needs to include the method of data analysis here.
Results: need to include P-value. For example, The study showed that those students with a positive or accepting attitude towards online learning were more likely to use positive coping strategies (r=….., p-value=……)
Conclusions- Not written well in this part. Totally wrong conclusions. The author does not conclude the findings of the study instead of the scope and limitations of study.

INTRODUCTION

Now, however, the classes are not just flipped but rather operate fully online, which may influence students’ attitudes and their coping strategies as they adapt to the change. Thus, this study asks: what is the attitude of the students towards online classes? Additionally, what are the main coping strategies used by the students?- The word ‘now’ represent which period of year?.
There is still lacking about the gap of the study, novelty, problem statement which is not described well. Instead of the authors more focusing on literature review. I suggest making another sub-heading which literature review before subheading students’ attitudes towards online learning. It was also suggested to include a theoretical or conceptual framework for the study. After the literature review. Also, please discuss the novelty or the gap of the study. Explain the rationale of why the study is carried out. It also suggested to add objective of determine the level of students MMU attitude to see the students is positive or negative attitude toward learning and please add how do you categories the students attitude either positive or negative attitudes. This you can refer https://solidstatetechnology.us/index.php/JSST/article/view/3985. And don’t forget to cite.

METHOD

Study population- The article does not explain the rationale or criteria for selecting the MMU Melaka campus as the study site, and how representative or generalizable the sample is to other university students in Malaysia or elsewhere. The sampling method is also not correct. If use simple random sampling techniques. Please describe the ways you select the responded included in the study?

The article does not provide any information on the response rate. Please explain detail about the inclusion or exclusion criteria to included the students participate in the study.
The article does not specify the two questions that were developed to measure the students’ attitudes towards online learning, and how they were scored or analysed.
The article does not report the Cronbach’s alpha values for students’ attitude, and how they developed the instrument. Please read and refer this paper on how to explain the instrument part https://doi.org/10.21315/mjms2023.30.6.10. There are a lot of improvement to be make at this part.

DATA ANALYSIS:

Please read and refer this paper on how to explain the instrument part https://doi.org/10.21315/mjms2023.30.6.10. There are a lot of improvement to be make at this part. The article do not explain the bencharmark for rejecting Ho, the benchmark for crobanch alpha. The benchark for pearson correlation coefficient;-value of strong, weak, and moderate relationship must explain detail here.

RESULTS & DISCUSSUIONS

The articles do not have output tables. What are modes? What value of r that we say the relationship as weak, moderate and strong relationship?
The article does not discuss the possible causes or mechanisms behind the significant correlations between the students’ attitudes and coping strategies, and how they relate to the existing literature or theory.

CONCLUSION

The article does not make the summary of the findings. Suppose the article must answer the research objective of investigating or determing the MMU students’ attitudes with coping strategies styles in relation to ODL during covid-19.

Is the work clearly and accurately presented and does it cite the current literature?

Yes
Is the study design appropriate and is the work technically sound?

Partly
Are sufficient details of methods and analysis provided to allow replication by others?

No
If applicable, is the statistical analysis and its interpretation appropriate?

No
Are all the source data underlying the results available to ensure full reproducibility?

No
Are the conclusions drawn adequately supported by the results?

Partly

Competing Interests

No competing interests were disclosed.

Reviewer Expertise

social science rearch, students attitude, knowledge, and behaviour, public health,seschology

Respond to this report

Responses (1)

Alongside their report, reviewers assign a status to the article:

Approved - the paper is scientifically sound in its current form and only minor, if any, improvements are suggested

Approved with reservations - A number of small changes, sometimes more significant revisions are required to address specific details and improve the papers academic merit.

Not approved - fundamental flaws in the paper seriously undermine the findings and conclusions

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Students’ attitudes and coping strategies relating to online learning during the COVID-19 pandemic: A cross-sectional study

Abstract

Keywords

Introduction

Students’ attitudes towards online learning

Students’ coping strategies for online learning

Methods

Study design

Study population

Data collection

Data analysis

Ethics and consent

Results and discussion

Table 1. Demographic background of the participants.

Conclusion

Data availability

Underlying data

Extended data

Author contributions

Acknowledgments

References

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