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January 7, 2024
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December 26, 2024
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Abstract

The COVID-19 pandemic caused pandemonium in the education, finance, and health sectors worldwide. The education sector had to respond quickly by moving teaching and learning activities generally designed for face-to-face to online delivery. These rapid changes and the negative impacts that accompanied them brought about an increase in anxiety for many students. Using a mixed-methods approach, this study described students’ perceptions of emergency remote teaching (ERT) at a private Seventh-day Adventist higher education institution in Southern Africa and the relationship between their ERT experience and general anxiety levels. We also examined the mediating roles of COVID-related knowledge, conspiracy beliefs, perceived risk, and levels of religiosity/spirituality in this relationship. The results suggest that students experienced both positive and negative impacts of ERT, but negative ERT experiences were strongly associated with increased student anxiety. Within the study sample, perceived COVID-19 risk, and religiosity/spirituality partially mediated the effect of ERT on student anxiety, whereas conspiracy beliefs and COVID-19 knowledge did not. This study highlights faculty's role in reducing student anxiety through a holistic approach that addresses scholastic, social, psychological, and spiritual domains.

Keywords

COVID-19 ERT Spirituality Religiosity Mixed methods Student Anxiety

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Copyright (c) 2024 Conrad S. Zygmont, Charlene R.Reinecke, Daniel R. du Plooy

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This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

Author Biographies

Conrad S. Zygmont, Helderberg College of Higher Education, South Africa

Conrad Zygmont currently serves as the Vice President for Academic Administration and is a Professor of Psychology at Helderberg College of Higher Education. He earned his PhD from Stellenbosch University in 2014, providing insights into the use of wilderness for therapy and development. Prof. Zygmont has supervised master's students at both Stellenbosch University and the University of the Western Cape, and he has served as a doctoral research advisor for Andrews University. He has taught postgraduate courses at Stellenbosch University and the Adventist University of Africa.

Additionally, he is an editorial board member for the Adventist Human Subject Research Association (Africa) Research Handbook project, the Pan-African Journal of Education and Social Sciences, Frontiers in Applied Mathematics and Statistics, and the Revista Digital de Investigación en Docencia Universitaria. Zygmont has authored a book on student success strategies, along with numerous scholarly journal articles and book chapters.

Charlene R.Reinecke, Helderberg College of Higher Education, South Africa

Charlene Reinecke is the President of Helderberg College of Higher Education and also teaches in the Psychology Department. Her postgraduate research has focused on vicarious trauma as well as adversarial and post-traumatic growth in South African paramedics. Additionally, she has research interests and experience in positive psychology and psychometrics.

Daniel R. du Plooy, ACAP University College, Australia

Daniel is currently a Senior Lecturer and the Psychology Honours Program Coordinator at the Australian College of Applied Professions. He completed undergraduate and postgraduate studies in both psychology and communication science at various universities and worked as a lecturer and, later, senior lecturer at Helderberg College in South Africa. After relocating to Australia, he worked as a research officer at the Australian Research Centre in Sex, Health and Society (ARCSHS) at La Trobe University where he also completed a PhD in Psychology. His main research interests are in Positive Psychology, with a specific focus on flourishing, well-being, social support, social capital and cross-cultural considerations.

How to Cite
Zygmont, C. S., Reinecke, C. R., & du Plooy, D. R. (2024). Impact of Emergency Remote Teaching on Student Anxiety: : The Mediating Role of COVID-19 Knowledge and Religiosity/Spirituality at a South African Private Higher Education Institution . Pan-African Journal of Education and Social Sciences, 5(2), 54–76. https://doi.org/10.56893/pajes2024v05i02.05
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