#InterventionProposal

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The Tendency of First-Time College Students in an Online Learning setting to Experience Anxiety

Overview Anxiety is defined as a human emotion consisting of fear that emerges when threats are perceived and can hinder cognitive processes (Sarason, 1998). In an online classroom, anxiety is mostly felt due to the student's internet connection, home setting, and the lack of proper tools and equipment used for learning. The differences in which the students learn and face problems on or offline have also contributed to the student's anxiety (Barr & Tag, 1995). This negative feeling can deter the performance and efficiency of the students which most likely lead to missing a requirement or dropping the course (McLaren, 2004).

Framework and Review of Related Literature

According to St Clair (2015), learning virtually may come off as terrifying especially to the first-timers. Saade and colleagues (2017), mentioned that 21-22 year-old students are more likely to feel some sort of anxiety in online learning. Contributing factors may include technology anxiety, internet anxiety, talking in virtual groups, and online test anxiety. Furthermore, there is higher rates of dropouts during eLearning due to the learners’ lack of time, lack of motivation, poorly designed courses, and incompetent instructors (Uzunboylu and Tuncay, 2010). Students taking up online classes react to usability issues with strong sentiments. Students under time or goal pressures or when technological issues arise are said to experience higher levels of anxiety (Scull, 1999). The switch from a traditional setting to an online one interferes with the students’ schema, which then can be responsible for the cause of anxiety. The brain is a “prediction machine” that is programmed to anticipate threatening stimuli and beneficial responses based on our past knowledge. Without the prior knowledge of online learning, the students tend to feel anxious with the uncertainty it brings. Anxiety blocks the conventional thinking method of the brain that lead the students to experience extreme worrying. College students experience high levels of anxiety, and it reduces their mental processes and storage performance of memory and disrupt their potential reasoning (Darke, 1988). Their perception of threats are exaggerated, causing the feelings of  fear and anxiety to emerge. Emotion is a powerful force that can amplify attention and supplement perception under the right circumstances, but can also hinder them in others (Compton, 2003).

Proposed Intervention

The proposed intervention is the Pomeck Intervention. It is a combination of the Pomodoro technique, Flowtime Technique and the Check-in Quiz with a few modifications to counter procrastination, finish tasks in an orderly and timely manner, and reduce stress and anxiety.

Limitation of the Intervention Proposal

The motivation of the students will play an important role for the implementation of this intervention. Pomeck Intervention requires commitment, determination, and motivation. A student who is anxious but is eager to get better grades is different from a student who is anxious and doesn't want to get better grades. This intervention will be most effective on those who is eager to get better grades than those who do not. 

Theories and Practices of Cognitive Psychology

Some of the theories and practices of cognitive psychological concepts integrated in this proposal includes the distributed practice of elaborative rehearsal from memory. Distributed practice refers to a distributed rehearsal in different times, quite similar to pomodoro's distributed workload. This ensures better transfer of information from short term memory to the long term memory, which also results to bettter retrieval of information when needed. The better is the information retrieval, the better they perform academically. Better performance results to higher self-esteem, which then lowers anxiety. This low levels of anxiety inversely impacts mental imagery. Pomeck Intervention helps the students overcome deadline anxieties as it forces the students to finish tasks during the pomodoros days before the deadline. The faster the student finishes requirements, the more time the student gets to check, proof read, and edit the output to ensure better quality. This in result helps the student think more positively of the future, since he/she was ready. This readiness also helps lower anxiety.

The Pomeck intervention can be explained by a problem solving approach which is the information processing approach. This approach begins with determining the problem and ends with the problem being solved. Just like in Pomeck intervention, first thing to be done is to identify potential tasks (initial state) then lay down all possible activities, resources and procedures (problem space) and finally, finishing up with a solution (goal state). With this intervention, this enhances student's time management and increases its productivity which then lessens its anxiety in doing all the tasks that are needed to be done especially with an existing deadlines. The more consistent the student manages its time and tasks, the more space for improvements and refine quality of work which then results to a high productivity and low anxiety.

References

Compton R. The interface between emotion and attention: A review of evidence from psychology and neuroscience. Beh Cog Neuro Reviews. 2003;2(2):115–129.

Barr, R. B., & Tagg, J. (1995). From teaching to learning- a new paradigm for undergraduate education. Change Magazine, 27 (6), 12-25. Darke S. (1988). Anxiety and working memory capacity. Cogn. Emot. 2, 145–154 Retrieved from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3656338/ McLaren, B. M., Lim, S., Gagnon, F., Yaron, D., & Koedinger, K. R. (2006). Studying the Effects of Personalized Language and Worked Examples in the Context of a Web-Based Intelligent Tutor; Accepted for presentation at the 8th International Conference on Intelligent Tutoring Systems, Jhongli, Taiwan, June 26-30, 2006. Saadé R. G., Kira, D., Mak, T., & Nebebe, F. (2017). Anxiety and Performance in Online Learning. Proceedings of the Informing Science and Information Technology Education Conference, Vietnam, pp. 147-157. Santa Rosa, CA: Informing Science Institute. Retrieved from http://www.informingscience.org/Publications/3736. Sarason, I. G. (1988). Anxiety, self-preoccupation, and attention. Anxiety Research, 1, 3-7. Scull, C. A. (1999). Computer anxiety at a graduate computer center: Computer factors, support, and situational pressures. Computers in Human Behavior, 15(2), 213 -226. St Clair, D. (2015). A Simple Suggestion for Reducing First-time Online Student Anxiety. MERLOT Journal of Online Learning and Teaching, 11(1), 129-135. doi:https://jolt.merlot.org/vol11no1/StClair_0315.pdf. Uzunboylu, H., & Tuncay, N. (2010). Anxiety and Resistance in Distance Learning. Cypriot Journal of Educational Sciences. Retrieved from https://www.researchgate.net/publication/296687386_Anxiety_and_Resistance_in_Distance_Learning.

Memes References

Giokage. (2020). Image: Harry Roque Lutang Moments Meme. Retrieved from: https://www.google.com.ph/imgres?imgurl=https%3A%2F%2Fi.ytimg.com%2Fvi%2F1ZlYQVxeIM0%2Fhqdefault.jpg&imgrefurl=https%3A%2F%2Fwww.youtube.com%2Fwatch%3Fv%3D1ZlYQVxeIM0&docid=wZd684qcYkJSuM&tbnid=__80MqG5Mc1auM&vet=1&w=480&h=360&hl=en-ph&source=sh%2Fx%2Fim Encyclopedia Spongebobia. (2012). Image: Squid Baby. Retrieved from: https://www.google.com.ph/imgres?imgurl=https%3A%2F%2Fvignette.wikia.nocookie.net%2Fspongebob%2Fimages%2F3%2F3b%2FSquid_Baby_067.png%2Frevision%2Flatest%3Fcb%3D20190724202754&imgrefurl=https%3A%2F%2Fspongebob.fandom.com%2Fwiki%2FSquid_Baby&tbnid=cHrlz_y75cGNzM&vet=1&docid=LDUkbViOqY74WM&w=1920&h=1080&hl=en-ph&source=sh%2Fx%2Fim Tvbd. (2012). Image: Spongebob Squarepants - Squid Baby: Retrieved from: https://www.google.com.ph/imgres?imgurl=https%3A%2F%2Fartworks.thetvdb.com%2Fbanners%2Fepisodes%2F75886%2F4443399.jpg&imgrefurl=https%3A%2F%2Fwww.thetvdb.com%2Fseries%2Fspongebob-squarepants%2Fepisodes%2F4443399&tbnid=9dgC0j4r0TAZEM&vet=1&docid=3BcWNditzgHdjM&w=400&h=225&itg=1&hl=en-ph&source=sh%2Fx%2Fim

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[haebin-imnida]

Pwede mu join? HAHAHAHA ‘cause it seems that I need this intervention or this intervention needs me...anyways, this study is interesting because we get to know our attention points and get to do something to either improve it or enhance it. It’s also really nice that we get to do something both for the teachers and the students so that they/we can meet halfway especially in these trying times where we should start, like really accept that this is the new form of education: OnLiNe cLaSs (no shade meant btw) and that all of us, although not new but are honestly, struggling with it along with all the struggles we are facing right now in our lives. At least, this intervention is more of like a help to students in order to improve their attention points and for teachers to gain new knowledge on how to present their learning materials better and conveniently.

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#InterventionProposal