##plugins.themes.academic_pro.article.sidebar##
Downloads
Main Article Content
Abstract
Time is valuable, and vacant is essential for students’ relaxation and productivity. Before the pandemic, students spent their free time on social and extracurricular activities. However, COVID-19 disrupted education and altered how they used their vacant hours. This study explored students' activities during their school vacant time before and during the pandemic. It specifically aimed to (1) identify students' activities before the pandemic, (2) identify their activities during the pandemic, and (3) determine whether there was a significant difference between these activities. A descriptive quantitative analysis was used to interpret data from 257 senior high school students at Saint Francis of Assisi College – Las Piñas Campus. Weighted Mean and the Paired-Samples T-test were employed for data analysis. Findings revealed that before the pandemic, students primarily spent their vacant time listening to music, conversing with friends, and surfing the internet. During the pandemic, listening to music and surfing the internet remained the most common activities. However, restrictions prevented students from playing adult games, attending sports events, and participating in scientific and cultural activities. A significant difference was found between students' activities before and during the pandemic. The study suggests that parents ensure stable internet access for their children, while teachers incorporate engaging activities involving social media. Future research should explore the impact of students’ personal activities on mental health during the pandemic.
Article Details
This work is licensed under a Creative Commons Attribution 4.0 International License.
References
Australian Christian College. (2021). Time management skills that improve student lear ning. https://www.acc.edu.au/blog/time-management-skills-student-learn-ing/#:~:text=Effective%20time%20manage-ment%20allows%20students,from%20their%20to%2Ddo%20list.
Barkley, J., Lepp, A., Glickman, E., Farnell, G., Beiting, J. Wiet, R., Dowdell, B. (2020). The acute effects of the covid-19 pan-demic on the physical activity and seden-tary beha vior in university students and employees. 13(5), 1326-1339. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7523895/
Cauberghe, V., Wesenbeeck, I. V., De Jans, S., Hudders, L., & Ponnet, K. (2021). How adolescents use social media to cope with feelings of loneliness and anxiety during covi d-19 lockdown. 24(4). https://www.liebertpub.com/doi/full/10.1089/cyber.2020.0478
Dolegui, A. The impact of listening to music on cognitive performance. Inquiries Journal, 5(9), 1. http://www.inquiriesjournal.com/articles/1657/the-impact-of-listening-to-music-on-cognitive-performance
EE News Desk. (2020). The power of music during a pandemic. http://everythingexperiential.businessworld.in/article/The-Power-of-Music-during-a-Pandemic/19-06-2020-289089/
Fernandes, B., Biswas, U. N., Tan-Mansukhani, R., Vallejo, A., & Essau, C. (2020). The im-pact of covid-19 lockdown on internet use and escapism in adolescents. 7(3), 59-65. https://www.revistapcna.com/sites/default/files/010_0.pdf
Goodyear, S. (2014). The power of social me-dia. https://www.huffpost.com/entry/the-po wer-of-social-media_3_b_5161138
Jones, R. P. (2020). Students using social media to cope with covid-19, research finds. https://www.cbc.ca/news/canada/ottawa/problematic-social-media-carleton-study-1.5714058
Khattar, A., Jain, P. R., Quadri S. M. (2020). Ef-fects of disastrous pandemic covid 19 on learning styles, activities and mental health of young Indian students – a ma-chine learni ng approach. https://ieeexplore.ieee.org/abstract/document/9120955
Kumar, N. Wajidi M. A., Chian, Y. T., Vishroothi, S., Ravindra, S. S., & Aithal, P. A. The ef-fect of listening to music on concentratin and academic performance of the stu-dent: C ross-sectional study on medical undergraduate students. Research of Journal of Pharm aceutical, Biological, and Chemical Sciences, 7(6), 6. https://manipal.pure.elsevier.com/en/publications/the-effect-of-listening-to-music-on-concentration-and-academic-pe
Li, C. & Lalani, F. (2020). The covid-19 pan-demic has changed education forever. https://www.weforum.org/agenda/2020/04/coronavirus-education-global-covid19-online-digital-learning/
London College of International. (2021). The role of social media in education. https://www.lcibs.co.uk/the-role-of-social-media-in-educa-tion/#:~:text=The%20use%20of%20social%20media,opportunities%20to%20improve%20learning%20methods.
McCombes, S. (2019). Descriptive research. https://www.scribbr.com/methodology/descriptive-re-search/#:~:text=Descriptive%20research%20aims%20to%20accurately,investigate%20one%20or%20more%20variables.
Minero, E. (2020). Extracurriculars play a vir-tual role during the pandemic. https://www.edutopia.org/article/extracurriculars-play-vital-role-during-pandemic
Morgan, A. (2018). Importance of free time for students. https://www.arthurmorganschool.org/importance-of-free-time-for-stu-dents/#:~:text=Free%20time%20gives%20students%20the,learned%20into%20their%20everyday%20activities.&text=Free%20time%20actually%20promotes%20growth.
Noviyanti, N., Magrifoh, F., Wahyudi, A. N., Puji R. P. (2020). Analysis of changes in stu-dent activity and learning patterns during the pandemic: Case study of high school students in Jember Regency, 9(3), 11. http://www.pancaranpendidikan.or.id/ojs-2.4.8-2/index.php/pancaran/article/view/297/0
O’Donnel, J. (2020). The importance of free time for kids. https://www.verywellfamily.com/why-free-time-is-important-for-kids-3288593
Raising Children Network. (2021). Free time and teenagers. https://raisingchildren.net.au/pre-teens/entertainment-technology/free-time-activities/free-time
ReachOut Australia. (2021). Friendships. https://schools.au.reachout.com/friendships
Scott, E. (2020). How to use music for stress relief. https://www.verywellmind.com/how-to-use-music-for-stress-relief-3144689
Sliwa, J. (2018). Teens today spend more time on digital media, less time reading. https://www.apa.org/news/press/releases/2018/08/teenagers-read-book
Taylor, R. (2017). 8 benefits of listening to mu-sic. https://www.kent-teach.com/Blog/post/2017/06/29/8-benefits-of-listening-to-music.aspx
Terada, Y. (2018). Research- tested benefits of breaks. https://www.edutopia.org/article/research-tested-benefits-breaks
Vidas, D., Larwood, J., Nelson, N., & Dingle, G. (2021). Music listening as a strategy for managing covid-19 stress in first-year university students. https://www.frontiersin.org/articles/10.3389/fpsyg.2021.647065/full
Wade, L. (n.d). How social media is reshaping today’s education system. https://csic.georgetown.edu/magazine/social-media-reshaping-todays-education-system/
Wong, A., Ho, S., Olusanya, O., Antonini, M.V., & Lyness, D. (2020). The use of social media and online communications in times of pandemic covid-19. https://journals.sagepub.com/doi/full/10.1177/1751143720966280