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COVID-19 and its concurrent stay-at-home orders created problems and challenges for students seeking to continue their education in a new normal: a worldwide pandemic. Concerns arose universally as the number of infections and deaths rose, economies contracted, and health emergencies/stay-at-home orders were declared. College students, prepared or not, were dismissed from campuses to continue their educational pursuits online. The impacts of the pandemic on students resulting from the move to online education are investigated over the course of three semesters of the pandemic emergency.

Introduction

For better or worse, people around the globe were impacted by the COVID-19 pandemic. Essential organizations and their employees were expected to continue business operations and even grow their efforts. Others were to limit their efforts and follow orders emanating from local, state, regional and national authorities. Educational institutions were expected to continue their educational pursuits, albeit using distance-based technologies.

A new term-super spreader event-seemingly arose overnight. Early in the pandemic, events such as family gatherings, gym workouts, and even choir practices spawned outbreaks (Lewis, 2021). Large events were seen as super spreaders. Despite many public events being cancelled in spring 2020, Mardi Gras celebrations were held in New Orleans. Mackel (2021) identified Mardi Gras as a super spreader after a reported 50,000 infections occurred shortly thereafter. Ballard and Karlin (2020) noted Louisiana was experiencing the fastest spread of the COVID-19 virus. The state’s governor, responding to the alarming increase, quickly issued public health emergency/stay-at-home orders with travel and business restriction expectations.

The pandemic witnessed changes in educational delivery, business activities, personal relationships, health and crime. For instance, some types of crimes decreased while other types of crime—notably domestic violence-increased (Levenson, 2021). Perhaps domestic violence increased due to the proximity and isolation of potential abusers with victims. Perhaps it was simply the stress. Homicides increased. Los Angeles, New York City and Chicago all experienced double-digit increases in murders (Corley, 2021). In addition, stress impacted health.

Stress impacted all age groups. Children, despite being less likely to become seriously ill from COVID-19, were impacted. Emergency room visits by children actually decreased during the pandemic, while some types of health emergencies increased (Sudhakar, 2022). Sudhakar noted self-harm increased by 50% and overdose/poisonings increased by 70%. Further, Sudhakar mentioned visits to mental health professionals increased. The number of Young adolescents seeking help with eating disorders doubled (Sudhakar, 2022). On the bright side, while many health problems worsened, the CDC reported suicides in 2021 had not increased due to the virus (CDC, 2022).

New (2015b) mentions that pre-pandemic, the suicide rate among college students was less than the suicide rate for the general population. However, findings of one study indicated that the emotional health of incoming freshmen in 2014 was at its lowest level ever and that 10% of freshmen reported feeling depressed frequently (New, 2015a), and the finding of suicides among middle school-aged children exceeded deaths from traffic accidents (Dobuzinski, 2016) is a troubling portent for higher education. Indeed, by 2022, suicides were the second leading cause of death among 15- to 24-year-olds (Cohen, 2022). The pandemic may be causing problems that many will face in the future.

Health was not the only area to witness change. Communication changes, especially writing and reading behavior changes, were reported (Buddenet al., 2022). Changing shopping behaviors negatively impacted retailers (Buddenet al., 2021). Wyldet al. (2020) reported that the “retail apocalypse” was already in motion when the pandemic struck, and it worsened as shoppers went online and avoided stores. The closures of approximately 100,000 stores by the end of August 2020 bear witness to the move away from physical stores owing to the changing economic environment (Sraders & Lambert, 2020; Yelp, 2020).

Over 10,000 bank branches in the U.S. have shuttered since 2019 (O’Donnell, 2023). Distressingly, one-third of the bank branch closures were in minority/low-income areas, ostensibly creating additional problems for an already underserved market (Holzhauer, 2023). The extent of the continuing bank carnage is underscored by one bank closing 400+ branches in 2022 while another closed more than 300 (O’Donnell, 2023). Changes in banking are impacting other areas.

Payment methods are impacted. The saying, “cash is king”, was lost on many. Apple Pay, which recorded an 85% increase in use, was not alone in recognizing the move away from cash. Evans (2020) reported the use of BNPL (buy now – pay later) rose approximately 90%. Indeed, the continued popularity of BNPL has attracted new players, including Apple (Andriotis, 2022; Lee, 2021). One bright spot for retailers—Pastore (2021) mentions people using BNPL often buy more. But, if buying more increases consumer debt, rough times may be ahead. Indeed, credit card debt surpassed one trillion dollars for the first time recently (Singletary, 2023). Perhaps a paradox: Singletary mentions households with high incomes are more likely to carry such debt for at least a year (2023).

The pandemic witnessed an increased use of distance education (Buddenet al., 2021)—with consequences that were not all positive. Students in K-12 fell behind in math and reading (Dornet al.,2021). The average scores in math for 13-year-old students fell by 9 points during the pandemic (Reinl, 2023). Richard (2023) mentions that lowered math skills are being recognized among college students, and professors are blaming the pandemic.

If social distancing and distance education negatively impact the learning process of young students, the resulting long-term isolation of college students may be a cause for concern relative to outcomes related to socialization, communication, health and, of course, education.

The situation begs the question—how do COVID-19 and attendant stay-at-home orders impact students over time? Impacts over two semesters of a pandemic were noted in a previous report (Buddenet al., 2022). This study involves relevant questions administered at the end of each of three semesters during the pandemic (Spring 2020, Fall 2020, and Spring 2021) at a university in the southeast U.S.

This analysis expands a look at the continuing impacts of the pandemic on students. Previously, health impacts were studied and reported over two semesters of the pandemic (see Buddenet al., 2022). The independent, convenience surveys in this study were administered in junior/senior and graduate business classes at the end of each of three pandemic (stay-at-home) semesters.

Objectives

There were eleven specific variables investigated in the study. At the end of each of the three semesters after the order was issued, students were queried about their perceptions relevant to variables of interest since the emergency health/stay-at-home order had been implemented in March 2020. The perceived impacts of the pandemic on the following specific objectives were analyzed:

  1. To determine the impact of the emergency health/stay-at-home order on the number of people with whom students socialized,
  2. To determine the impact of the emergency health/stay-at-home order on the amount of time students spent at work,
  3. To determine the impact of the stay-at-home order on the amount of time students spent with their families,
  4. To determine the impact of the stay-at-home order on the amount of time students spent with their significant others/spouses,
  5. To determine the impact of the stay-at-home order on student perceptions of family relationships,
  6. To determine the impact of the stay-at-home order on the number of friends students had,
  7. To determine the impact of the pandemic/health order on the number of movies students watched via streaming services,
  8. To determine the impact of the stay-at-home order on the amount of time students spent outside.
  9. To determine the impact on the amount spent for online purchases each semester after the stay-at-home order,
  10. To determine the impact on the number of meals consumed that were prepared at home after the stay-at-home order was issued,
  11. To determine the impact on whether students missed the classroom environment after the stay-at-home order was issued.

Methodology

As a result of the governor’s order, students were sent home in March 2020. Classes went remote. Students were still remote full-time in Fall 2020. During Spring 2021, some classes resumed on campus, while the majority stayed online. While limited social gatherings (and limits on in-person class attendance) were phasing in during Spring 2021, health mandates, including masks and social distancing, continued.

At the end of each of these three semesters, 8–10 business classes at the junior, senior and graduate levels were surveyed. The survey resulted in a large convenience sample each semester.

The questionnaire and survey methodology were approved by the University’s Research Committee. The university’s process mandates that students may opt out of answering any or all questions, and questionnaires must be administered in an anonymous fashion. Surveys were conducted during the last two weeks of each of the reporting semesters. The questionnaire was pretested and administered via Survey Monkey. Its results were analyzed using SPSS. A Chi-Square test was conducted among the three semesters on variables of interest. Results and significance levels are noted in the findings.

Findings

Using Chi-Square analyses, 10 of the 11 variables revealed statistically significant findings of differences between the semesters’ responses. Only one of the variables exhibited no significant differences between the semesters’ responses.

Variable statements 1–4 and 6, 7, 9, and 10 allowed respondents to indicate if their perceptions or activities had decreased, stayed the same or increased since the order. Variable statements 5 and 8 used a 5-point Likert Scale, ranging from strongly disagree to strongly agree. However, to make it easier to interpret the findings for variables 5 and 8, the responses of strongly disagree and disagree were aggregated, as were strongly agree and agree. So, in the final analysis for those two variables, there were three choices—disagree (at least), neither agree nor disagree, and agree (at least). For variable 11, the five levels of the Likert statements were left as presented to the students.

Objective 1: The Number of People I Socialize with—Decreased, Stayed the Same, Increased—After the Order

There was a difference in responses relative to the number of people students socialized with after the order was issued (see Table I). Responses indicated students began to socialize more as the pandemic continued. Indeed, almost 63% of students during the first survey indicated the number of social interactions had decreased, while in the third administration, only about one-third (33.6%) indicated such was the case.

Semester Decreased Stayed the same Increased
Spring 2020 178 (62.9%) 84 (29.7%) 21 (7.4%)
Fall 2020 151 (44.9%) 154 (45.8%) 31 (9.2%)
Spring 2021 91 (33.6%) 137 (50.6%) 43 (15.9%)
Total 420 (47.2%) 375 (42.1%) 95 (10.7%)
Table I. Socialization After the Order

At the same time, the percentage of respondents who indicated an increase in social interaction increased, more than doubling, from the first survey (7.4%) to the third (15.9%).

Social interactions are important to health and well-being. Indeed, Bergland (2016) discusses how social bonds can increase one’s life expectancy through an improved health outlook. Unfortunately, the pandemic exacerbated social disconnections (Cohen, 2022).

Objective 2: To Investigate the Impact of the Order on the Amount of Time Spent at Work

With similar patterns of results of Objective 1, Objective 2 (see Table II) found the amount of time students spent at work increased as time went on. The percentage of students who indicated a decrease in the amount of work fell from 51.5% to 13.7% in the third semester. At the same time, the percentage reporting increasing their time at work increased from 23.5% to 44.9% by the third semester.

Semester Decreased Stayed the same Increased
Spring 2020 133 (51.2%) 66 (25.4%) 61 (23.5%)
Fall 2020 78 (24.5%) 121 (38.1%) 119 (37.4%)
Spring 2021 35 (13.7%) 106 (41.4%) 115 (44.9%)
Total 246 (29.5%) 293 (35.1%) 295 (35.4%)
Table II. Time at Work

It is interesting to note a reported decrease in work early in the pandemic. As with most health emergency orders, Louisiana’s proclamation expected “non-essential” workers to stay home. Students often hold so-called non-essential jobs, resulting in many being caught up in the order’s impact. Later, as the pandemic continued, restrictions lessened, and people adjusted to a new normal. Also, by the third semester, perhaps students began working more as they realized they could pursue additional work efforts while taking classes online.

Objective 3: The Amount of Time I Spent with My Family—Decreased, Stayed the Same, Increased—After the Order

The researchers investigated the impact of the order on the amount of time students reported spending with their families during the pandemic (See Table III).

Semester Decreased Stayed the same Increased
Spring 2020 44 (15.5%) 51 (18.0%) 188 (66.4%)
Fall 2020 60 (18.2%) 112 (34.0%) 157 (47.7%)
Spring 2021 41 (15.2%) 77 (28.6%) 151 (56.1%)
Totals 145 (16.5%) 240 (27.2%) 496 (56.3%)
Table III. Family Time

It has been found that close family relationships can be good for one’s health (Unite for Sight, 2022). Such relationships in childhood may produce better health outcomes later in life (Chenet al., 2017). Comparing the responses by semester, it can be noted the first semester witnessed the largest percentage (66.4%) of students who reported spending more time with their families.

There was a statistical difference. There was a sharp drop off in time spent with families reported for the second-semester survey as opposed to the first-semester survey (66.4% vs. 47.7%). Perhaps by that time, what had been perceived as a boon to family togetherness had run its course. As was previously noted, students reported spending increased amounts of time at work as the pandemic continued. Oddly, the time spent increased in the third semester.

Objective 4: The Amount of Time I Spent with My Significant Other—Decreased, Stayed the Same, Increased—After the Order

Objective 4 asked about the amount of time students spent with their significant others/spouses during the pandemic. Chi-Square indicated a difference existed between the semester’s responses (see Table IV). It was expected that couples brought together under trying circumstances might result in more positive relationships.

Semester Decreased Stayed the same Increased
Spring 2020 41 (18.9%) 63 (29.0%) 113 (52.1%)
Fall 2020 25 (9.7%) 94 (36.4%) 139 (53.9%)
Spring 2021 17 (7.7%) 87 (39.4%) 117 (52.9%)
Totals 83 (11.9%) 244 (35.1%) 369 (53.0%)
Table IV. Time with Significant Other/Spouse

Each semester, the percentage who reported the time increase remained close (52.1%, 53.9% and 52.9%). The big difference appears to be in the percentage reporting a decrease in time spent. In that response category, the percentage reporting a decrease in time spent declined each semester, from 18.9% to 7.7%.

Divorces during the pandemic decreased by 12% (Vuleta, 2023). Perhaps time with significant others under trying circumstances improved some relationships and lowered the divorce rate.

Objective 5 Statement: Since the Stay-At-Home Order, My Family Has Grown Closer

Each semester, students were asked if their family had grown closer during the study (see Table V). It is interesting to note a statistical difference among the semesters was discerned. It appears the second semester (Fall 2020) bears the brunt of the difference. In Spring 2020, a majority of respondents (54.9%) reported they agreed their families had grown closer. In the Fall, the percentage reported growing closer declined by more than 12% to 42.4%. In Spring 2021, the percentage agreeing increased to 48.3% but was still less than the 54.9% reported a year earlier. This parallels the findings for Objective 3 with time spent with family.

Semester Disagree Neither agree/Nor disagree Agree
Spring 2020 32 (12.0%) 88 (33.1%) 146 (54.9%)
Fall 2020 55 (17.0%) 131 (40.6%) 137 (42.4%)
Spring 2021 44 (16.6%) 93 (35.1%) 128 (48.3%)
Total 131 (15.3%) 312 (36.5%) 411 (48.1%)
Table V. Family has Grown Closer

Objective 5 Statement: The Number of Friends I Have—Decreased, Stayed the Same, Increased—After the Order

Further, as seen in Table VI, students were asked if the number of friends they had had decreased after the stay-at-home order, had stayed the same, or had increased. Socialization is a major benefit of higher education and can be a part of the learning experience. It also plays a role in mental health.

Semester Decreased Stayed the same Increased
Spring 2020 32 (11.3%) 239 (84.2%) 13 (4.6%)
Fall 2020 64 (19.4%) 230 (69.7%) 36 (10.9%)
Spring 2021 50 (18.6%) 178 (66.2%) 41 (15.2%)
Total 146 (16.5%) 647 (73.3%) 90 (10.2%)
Table VI. Number of Friends I Have

The differences between the semesters were found to be statistically significant. It is interesting and a positive note to see that the percentage reporting an increase in friends rose each semester (from 4.6% to 15.2%). The percentage reporting a decrease in friends increased 8.1% from the first semester to the second (11.3% to 19.4%) and was still above 18% in the third semester.

Objective 7 Statement: To Investigate the Number of Movies Students Viewed on Subscription Services like Netflix or Amazon Prime After the Order

The researchers also wanted to investigate the leisure activities of students during the pandemic. As such, students were asked about the impact of the stay-at-home order on the number of movies students watched via subscription services (see Table VII).

Semester Decreased Stayed the same Increased
Spring 2020 7 (2.5%) 87 (30.7%) 189 (66.8%)
Fall 2020 13 (4.0%) 110 (33.5%) 205 (62.5%)
Spring 2021 9 (3.4%) 83 (31.1%) 175 (65.5%)
Total 29 (3.3%) 280 (31.9%) 569 (64.8%)
Table VII. Number of Movies Viewed on Subscription Services

The finding that a majority of students (approximately 2/3) each semester reported an increase in the number of movies they watched via streaming services is not surprising. It seems people from all walks of life were doing so. Indeed, Dayal (2022) reports that the number of streaming service subscriptions skyrocketed during 2020, with Netflix hitting the 200 million mark while Disney+ hit 100 million.

Objective 8 Statement: I Have Increased the Amount of Time I Spend Outside

Ostensibly, during the pandemic, students had more free time—or at least they did not have to attend classes on a campus, which would have freed up their time from having to attend in-class meetings. The impact the pandemic had on students spending time outside was investigated (see Table VIII).

Semester Disagree Neither Agree/Nor disagree Agree
Spring 2020 59 (21.9%) 47 (17.5%) 163 (60.6%)
Fall 2020 61 (18.9%) 105 (32.5%) 157 (48.6%)
Spring 2021 56 (21.1%) 82 (30.9%) 127 (47.9%)
Total 176 (20.5%) 234 (27.3%) 447 (52.2%)
Table VIII. Amount of Time Spent Outside Increased

Spending time outside can be a healthful experience as one is exposed to sunlight. Sunlight is a major source of vitamin D—a necessary nutrient for bone health (Mayo Clinic, 2021). And while Vitamin D may improve bone health, too much vitamin D in the form of supplements may be detrimental (Harvard Health Publishing, 2022).

The percentage of students reporting spending more time outside after the stay-at-home order was highest (60.6%) during the Spring 2020 semester. In Fall 2020, the percentage reporting spending more time outside fell by 12% and in Spring 2021, the trend continued downward. It may be surmised that as students began working more, they were outside less.

Objective 9 Statement: The Amount of Money I Spend on Online Purchases has Decreased, Stayed the Same or Increased Since the Order

The study’s final objective involved investigating the impact the pandemic had on student spending for online purchases (see Table IX).

Semester Decreased Stayed the same Increased
Spring 2020 33 (11.9%) 111 (40.1%) 133 (48.0%)
Fall 2020 28 (8.5%) 121 (36.8%) 180 (54.7%)
Spring 2021 7 (2.6%) 109 (40.4%) 154 (57.0%)
Total 68 (7.8%) 341 (38.9%) 467 (53.3%)
Table IX. Amount of Money Spent on Online Purchases

As can be seen in Table IX, the percentage of students who reported a spending increase for online purchases grew each semester (48.0%, 54.7%, 57.0%). On the other hand, the percentage reporting decreasing the amount they spent on online purchases fell each semester (11.9% to 2.6%). The differences over the three semesters were statistically significant.

Objective 10 Statement: The Number of Meals I Consumed that were Prepared at Home Has Decreased, Stayed the Same or Increased Since the Order

It was also observed (see Table X) that there were some changes to the consumption of meals prepared at home over the three semesters.

Semester Decreased Stayed the same Increased
Spring 2020 14 (5.0%) 84 (29.8%) 184 (65.2%)
Fall 2020 29 (8.7%) 112 (33.7%) 191 (57.5%)
Spring 2021 28 (10.3%) 119 (43.6%) 126 (46.2%)
Total 71 (8.0%) 315 (35.5%) 501 (56.5%)
Table X. Consumption of Meals Prepared at Home

It is interesting to note that as time went on, the percentage of meals prepared at home (as opposed to eating out or receiving delivered meals) declined each semester (65.2%, 57.5%, 46.2%). Alternatively, the number of meals prepared at home decreased each semester. Ostensibly, this may be due to the fact that early in the pandemic, there were many closings of restaurants and restrictions on travel and eating out. It appears as the pandemic continued and waned, and as restaurants sufficiently recovered, more people began eating out. Also, as more people returned to work, there may have been less time to prepare meals at home.

Objective 11 Statement: I Miss the Classroom Environment

The eleventh and final variable was investigated to see if students had missed the classroom environment. Table XI indicates the findings of the statement: Since the stay-at-home order was issued, I miss the classroom environment.

Semester Strongly Disagree Disagree Neither Agree/Nor disagree Agree Strongly Agree
Spring 2020 10 (3.7%) 16 (5.9%) 50 (18.6%) 79 (29.4%) 114 (42.4%)
Fall 2020 21 (6.5%) 28 (8.7%) 66 (20.4%) 86 (26.6%) 122 (37.8%)
Spring 2021 27 (10.3%) 36 (13.7%) 66 (25.1%) 67 (25.5%) 67 (25.5%)
Total 58 (6.8%) 80 (9.4%) 182 (21.3%) 232 (27.1%) 303 (35.4%)
Table XI. I Miss the Classroom Environment

The findings relative to the eleventh variable are of interest (See Table XI). It appears the percentage that either disagreed or strongly disagreed with the statement increased each semester as the pandemic continued (9.6%, 15.2%, 24%). At the same time, the percentage of respondents who agreed or strongly agreed decreased each semester (71.8%, 64.4%, 51%).

The Chi-Square test found a significant difference among the semesters. Prior to the order, 100% online courses were rarely offered in the college. Undoubtedly, apprehension relative to moving to 100% online courses in an emergency situation existed. It appears over time, such apprehension lessened. It should be noted, too, that for the spring 2021 semester, some courses returned to the classroom, albeit with social distancing and masking.

Conclusion

The pandemic caused chaos, pain, suffering, economic hardships, discomfort, and death. Student lives were disrupted. Impacts on families, relationships, and activities occurred. The rush of the pandemic and its attendant emergency stay-at-home orders is over, but COVID-19 is still present, and new variants are appearing. Indeed, an Atlanta college ordered masking and social distancing in August of 2023 (Joseph, 2023). A school district in Kentucky recently sent students home due to what they are calling a “tripledemic” of COVID-19, flu, and strep (Andrews & Tilley, 2023). Mask mandates were issued recently on a college campus in New Jersey and by healthcare organizations in California and New York (Choi, 2023).

So, the impacts on students who weathered the storm are still being recognized. Perhaps owing to trying to understand the problems and issues that arose during the worst of the pandemic, future and current attempts to mitigate such emergencies will result in better outcomes for all. Only the future will tell.

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