SCHOOL COUNSELLORS’ ROLE IN PREPARING STUDENTS PSYCHOLOGICALLY ACCEPTING SELF-LEARNING PATTERNS POST COVID-19 IN JORDAN
?Dr. Anas Mohammad Nawafleh Al Ain University, United Arab Emirates
SCHOOL COUNSELLORS’ ROLE IN PREPARING STUDENTS PSYCHOLOGICALLY ACCEPTING SELF-LEARNING PATTERNS POST COVID-19 IN JORDAN
دور الاخصائيين الاجتماعيين في إعداد الطلاب نفسياً لتقبل أساليب التعلم الداتي ما بعد جائحة كوفيد 19 في الاردن
?Dr. Anas Mohammad Nawafleh
Al Ain University, United Arab Emirates
Abstract
This study aimed to identify the role of school counsellors in the psychological preparation for students’ acceptance of self-learning patterns post the Covid-19 pandemic, in Jordan. The study used the descriptive survey approach, and to collect data and provide facts about the topic, a questionnaire was developed. It consisted of (35) items, and their validity and reliability were confirmed. The questionnaire was distributed to a sample of (314) male and female public school counsellors in Jordan. The results of the study showed that the responses of the study sample were somewhat in agreement with the role of school counsellors in psychologically preparing students to accept the self-learning patterns after the outbreak of the Covid-19 pandemic in Jordan. The most important recommendations of the study were to endorse the responsibilities and priorities of educational counselling in all academic institutions, mainly in public schools, in an aim to cultivate a positive culture that develops distance learning, and to provide the necessary guidance to students, teachers and academic counsellors through designing the right organizational programs.
Key words: School counsellors , psychological preparation, self-learning, Covid-19 pandemic, and sudy sample.
الملخص
هدفت الدراسة إلى تحديد دور الاخصائيين الاجتماعيين في إعداد الطلاب لتقبل أنماط التعلم الذاتي في مرحلة ما بعد جائحة كوفيد ١٩ في الأردن،واعتمدت الدراسة على منهج الدراسات الوصفية الاستكشافيه، وتم إعداد استبيان بهدف جمع المعلومات و الحقائق تكونت من ٣٥ عنصرا. وتم توزيع الاستبيان على ٣١٤ اخصائي واخصائية في مدارس الأردن. و قد أظهرت نتائج الدراسة توافقاً نوعاً ما بين إجابات عينة الدراسة و دور الاخصائيين في إعداد الطلاب نفسياً لتقبل أنماط التعلم الذاتية بعد تفشي جائحة كوفيد ١٩ في الاردن . ومن أهم توصيات الدراسة تعزيزدور الارشاد والتوجية التربوي و اعطاؤه أولية في كل مؤسسات التعليم الأكاديمي و بالأخص في المدارس الحكومية بهدف خلق ثقافة إيجابية تطور التعلم عن بعد و توفر التوجيه اللازم للطلاب و المعلمين والاخصائيين من خلال إعداد البرامج التنظيمية اللازمة.
كلمات مفتاحية : الأخصائيين الإجتماعيين، الإعداد النفسي، التعلم الذاتي، جائحة كوفيد ١٩
INTRODUCTION
With the outbreak of the unprecedented Covid-19 pandemic, world nations opted for distance learning as a means to replace the usual face-to-face education. Despite the fact that many countries had to face certain natural or even human-made catastrophes, they haven’t resorted to distance learning as an educational solution during such crissis with the same vigor as we have noticed during the Covid-19 pandemic. Valant (2020) Crisis Distance Education (CDE) is distinctive in its strategies and philosophies, and it is in many ways dissimilar to the familiar distance learning. It has always been crucial to seek the right counselling. For instance, guardians and teachers constantly look for the most appropriate ways to ensure safety and support for their children to reach maturity and use their potential, yet in this context, much focus was laid on guidance (Walker, 2020).
It has always been crucial to seek the right counselling. For instance, guardians and teachers constantly look for the most appropriate ways to ensure safety and support for their children to reach maturity and use their potential, yet in this context, much focus was laid on guidance (Walker, 2020).
Mere guidance is not enough to help individuals to reach high levels of success and achievements. Therefore, it was indispensable that the relationship between the mentor and the mentored had to be improved by resorting to a psychological counselling process, which concentrated on improving the mental health and the psychology of the learners (Ilmiyah and Setiawan, 2020).
The characteristics of Covid-19, the ways it can spread and the means of how to protect oneself had to be known to everyone, so as to follow the appropriate protocols in the classroom environment. Students had to be aware of this virus and its characteristics so that they can abide by the preventive measures. We need to listen to the students concerns and answer their questions appropriately according to their age-group. Students’ various reactions have to become part of a normal behavior in the abnormal circumstances of the pandemic (Yang & Baldwin, 2020).
The educational counsellor has a major role in promoting healthy social habits, as well as acquired behavior during the Covid-19 pandemic. He/she also provides students with knowledge and skills that enable them to deal and adapt to this new educational stage, with the return to face-to-face education (Tinubu, Titlayo & Mirel, 2020). There must be a participatory work between the educational counsellor, teachers and the school administration to maintain healthy and safety conditions, and follow-up on the academic level of students and the impact of the circumstances surrounding them on their achievement (Mujahid, 2020).
In addition, the educational counsellor’s role, is not only limited to students and the school, but also networking with parents in several points, the most important of which is preparing the student psychologically and physically before returning to class and raising their enthusiasm by shedding light on the positive aspects of returning to school (Koltz, Smith, Tarabochia & Wathen 2017).
Carlisle et al (2017) deduced that certain factors like the phases of age growth, transitions, family mobility and marriage problems, tension, anxiety the rich resources of knowledge, scientific methods, educational concepts and curricula made the need for guidance more vital. Elliott et al. (2019) confirmed that such trends and changes in ideas enhanced the need for more guidance and counselling, particularly in schools. The teacher alone will find it hard to endure all the educational burdens resulting from the multiple roles and responsibilities unless guidance and counselling programs are provided.
According to Young and Bryan (2015), counselling in the educational environment consists of a number of gears, strategies and practices which help the learners realize their potential and empower them to design the right study plan. Counselling will also help them choose the most appropriate branch of education, be aware of the academic requirements and adapt to the educational and social environment by being well-informed.
In Jordan, the human psyche and its flexibility to assimilate whatever new form the basis of the educational learning system. However, in some cases, the students build an extreme tendency when they face a discrepancy between the school, the family and clashing views. Besides, a ministry of education report (2018) showed that social and psychological counselling meet at the same area of interest where the student emerges as the main concern along with the human essence, which is always trying to reach the best of its performance.
Self-education
This form of learning is the fact that the individual acquires information by developing one’s own skills and experiences by themselves without the interference of any educational institution. Such learner sets his/her own educational goals, opts for their personal means, and designs their educational plan that matches their learning pace and adequate orientations (Haskins & Singh, 2015).
The following are the characteristics of self-learning:
- Taking into consideration the personal differences between learners and the necessity to minimize them while paying attention to their needs, capabilities and concerns.
- Giving the right support to the learners to ensure progress while taking into account knowledge and skills.
- The learner realizes that he/she is responsible for their decisions and achieving their objectives.
- Choosing the right modern ways of learning while getting rid of the traditional means.
- Specifying and evaluating the level of the learner based on feedback as this makes it easier to identify the objectives, the required time and the skills that will help achieve the right goals (Naidu, 2006).
- Self-education as a process requires a number of skills that facilitate the acquisition of knowledge and self-assessment. Such process entails knowing the social environment and the learner’s ability to criticize, analyze, discover and interpret what he/she learns. These factors are necessary for a life-long learning. The acquisition of reading, writing, technical and social skills make it easier to use the right tools and methods that foster the achievement of the desired objectives (Markus, 2008).
The study problem
The world has witnessed a great revolutionary technological progress, especially in the domain of education. The role of the learner has also greatly changed with the introduction of modern educational strategies. With the outbreak of the Covid-19 pandemic, the researchers’ concern has given more precedence to the role of educational counsellors as the engine that fosters the students’ psychological readiness to accept and adapt to individual online learning in Jordan. These questions could determine the study’s main concern:
- Question one: How could school counsellors prepare learners to accept the modes of self-learning after the outbreak of Covid-19 in Jordan?
- Question two: Given the variables (gender, years of schooling and educational qualification, are there any statistically significant differences at (α≤0.05) in the counsellors’ role in psychologically preparing learners to accept the modes of e-learning on one’s own in the Jordanian environment?
Table 1 (The distribution of the sample subjects according to the variables)
Number | Variables | Types | Frequency | Percent |
1 | Sex | Male | 126 | 40.1 |
Female | 188 | 59.9 | ||
Total | 314 | 100.0 | ||
2 | Qualification | Bachelor’s | 204 | 65.0 |
Postgraduate | 110 | 35.0 | ||
Total | 314 | 100.0 | ||
3 | Experience | Less than 5 years | 137 | 43.6 |
(5-10) years | 101 | 32.2 | ||
More than 10 years | 67 | 24.2 | ||
Total | 314 | 100.0 |
Objectives of the study
This research intends to examine the role of educational counsellors in getting Jordanian students
psychologically ready to accept the modes of e-learning after the outbreak of Covid-19, with
emphasis on such factors (gender, years of schooling and educational qualification).
METHOD
To collect data for this research, a quantitative method and a questionnaire were made use of, and their dependability and validity have been assured.
The population of the study
As many as (2150) male and female educational Jordanian counsellors enrolling in public schools represent the population targeted in the given study.
The study sample
A sample of (314) educational counsellors from Jordan public schools were involved in the application of this study. They were randomly selected from the study population in the school year 2020/2021. The questionnaires were conducted and retrieved electronically. They underwent coding and analysis, and they stood for (5.17%) of the targeted population in the research.
The sample was selected taking into account their distribution according to the study variables. As indicated in the following table.
The study instrument
With reference to some prior studies and theoretical literature, the researcher established the study tool appropriate to the subject. In the study Alkhamaiseh (2021), the tool consisted of (35) paragraphs distributed over three areas: A paragraph, and the field of psychological preparation with the school principal and teachers, consisting of eight (8) paragraphs, and the field of psychological preparation with parents of the students, consisting of (12) paragraphs.
By applying Likert’s five-step ladder: (very high, high, medium, low, very low).
The validity of the instrument
To make sure of the face validity of the instrument, the researcher distributed copies of the questionnaire to arbitrators to evaluate the content of the presented items.
The correlation coefficients of the paragraphs of the questionnaire were calculated with the total degree as shown in Table (2).
Table 2. (Correlation coefficients of the paragraphs of the study tool with the overall degree of the tool)
No. | Correlation coefficient | No. | Correlation coefficient | No. | Correlation coefficient |
1 | 0.800 | 13 | 0.772 | 25 | 0.640 |
2 | 0.839 | 14 | 0.696 | 26 | 0.700 |
3 | 0.781 | 15 | 0.817 | 27 | 0.597 |
4 | 0.798 | 16 | 0.809 | 28 | 0.749 |
5 | 0.763 | 17 | 0.805 | 29 | 0.724 |
6 | 0.823 | 18 | 0.828 | 30 | 0.653 |
7 | 0.809 | 19 | 0.812 | 31 | 0.631 |
8 | 0.825 | 20 | 0.881 | 32 | 0.821 |
9 | 0.775 | 21 | 0.839 | 33 | 0.831 |
10 | 0.750 | 22 | 0.588 | 34 | 0.555 |
11 | 0.655 | 23 | 0.853 | 35 | 0.788 |
12 | 0.633 | 24 | 0.750 |
This shows that the values of the correlation coefficients of items on the domain of psychological preparation with school students ranged between (0.655-0.839) with the domain, and also that the values of the correlation coefficients of items on the domain of psychological preparation with the school principal and teachers ranged between (0.588-0.881) with the domain, while the values of the paragraphs’ correlation coefficients on psychological preparation with the students’ parents ranged between (0.555-0.831) with the domain, and all these values were statistically significant at the level (α = 0.05), which means that there is a degree of internal consistency sincerity in the paragraphs of the scale.
The stability of the study tool
To ensure the stability of the study tool the test-retest method was checked by applying the scale and re-applying it after two weeks to a group outside the study sample consisting of (30) people, and the Pearson correlation coefficient was calculated. Their estimates in both times were (0.858-0.919).
The stability coefficient was also calculated by the method of internal consistency according to the Cronbach alpha equation and it was (0.858-0.919), and the stability of the tool and all the standards was ensured after distributing it again. These values were considered appropriate for the purposes of this study.
Data analysis
To find the role of school counsellors in psychological preparation for students’ acceptance of self-learning patterns after the Covid-19 pandemic in Jordan, the following formula was used:
Upper unit – lower unit / Number of categories
Therefore, the scale unit
5-1/ 3 = 1.33 the range
Table 3. (Distribution categories)
Description | Term |
1.00-2.33 | Low |
2.34– 3.67 | Moderate |
3.68 – 5 | High |
Study variables
The study included the following variables:
- Dependent (connected) variables, which are:
The role of school counsellors in psychological preparation for students’ acceptance of self-learning patterns after the outbreak of the Covid-19 pandemic in Jordan.
- The independent (taxonomic) variables, which are:
– Gender, and it has two categories: (male and female).
– Academic qualification, and it has two categories: (Bachelor and Postgraduate studies).
– Years of experience, and it has three categories: (less than 5 years, 5-10 years, and more than 10 years).
Statistical treatment
Statistical Package fort he Social Sciences (SPSS) was used to process data
- Arithmetic mean and standard deviations were used to respond to questions
- To find the internal consistency coefficient of the study tool; the Cronbach-alpha equation was used.
- 3 Way ANOVA, for variables, was also used
Study Procedures
In implementing the study, the researcher used the given procedures:
- Revising related works and pertinent studies on the topic of the research.
- Designing the tool of the research and presenting it to a group of experienced evaluators whose recommendations were appreciated and followed.
- Assigning study sample.
- Delivering the questionnaires to the sample of the study.
- Gathering data from the collected sample.
- Transferring data to the computer using SPSS program.
- Presenting results with respect to the order of the study questions.
- Discussing the results.
- Proposing recommendations.
Previous studies
Alkhamaiseh (2021) examined the role of counsellors in facilitating the students’ access to distance learning at the time of the Covid-19 pandemic when countries opted for quarantine and had to close schools, universities and other educational institutions.
Alkhamaiseh’s study gave precedence to the main factors related to educational counselling. These factors included individual differences, growth, social background, neurological, and physical abilities.
The quantitative approach was used, and 150 academic counsellors answered the questionnaire while SPSS 21st ED was deployed for the screening and the analysis of the collected data. The outcome of the study revealed that the educational counsellors had a positive impact on encouraging the students to have access to online learning. In addition, used variables along with minding gender differences were significant when compared to other factors.
Alodan (2021) study highlighted, through the use a descriptive and analytical approach, the problems that occurred in the transition to e-learning during the pandemic. Princess Nourah Bint Abdul Rahman University was one of the main collaborators. The mentioned problems were also denoted through a questionnaire, which the researcher divided into three axes. The questionnaire showed that there were problems related to organization such as slow pace. Other hardships were related to downloading, failure of conversation, articulate activities, evaluation criteria, specifications and online exams.
Alodwan (2021) study focused on investigating the benefits and the drawbacks of distance learning during the spread of Covid-19 from the perspective of EFL students. To achieve the desired aim, the quantitative approach and a semi-structured interview were used, and 20 students were deliberately chosen from the World Islamic Sciences and Education University in Amman, Jordan. Braun and Clarke’s thematic approach (2006) was deployed to analyze the data. The study showed that online learning saves efforts, time and money. It also allows the students to be more self-reliant and it enables them to have multiple chances to access recorded lectures. Online learning was proved to be more effective with humanities’ subjects than with scientific ones. However, e-learning had some disadvantages related to social isolation, technical problems and cheating during tests.
Ghaith, Banat, Hamad & Albadareen (2012) study considered the partnership between counsellors, families and the Jordanian community along with the issues that affect such partnership. In order to measure the level of this partnership, a sample of 152 educational counsellors was deployed using a “School Counsellor Involvement in School-Family Community Partnerships Scale”.
The results indicated that the counsellors played a significant role in providing information and multiple services to the learners and their guardians, so as to raise the students’ academic level. Furthermore, the counsellors’ efforts, assertiveness and the learning environment proved to be the basic factors in this tripartite partnership. The findings also revealed that there were certain hardships that counsellors faced due to the lack of communication with parents and the absence of some crucial skills. Henceforth, the Jordanian educational counsellors are in need for more training to establish better partnership behaviors.
FINDINGS
This part presents the findings of the study, in light of its questions, as the following:
The first question: What is the role of school counsellors in the psychological preparation for students’ acceptance of self-learning patterns post the Covid-19 pandemic in Jordan?
For answering this question, the next sub-questions have been answered as follows:
The arithmetic averages and standard deviations of the role of school counsellors in the psychological preparation for students’ acceptance of self-learning patterns after the Covid-19 pandemic in Jordan in general and for each of the fields were calculated, and table (4) shows this.
Table 4. (Arithmetic averages and standard deviations of the role of school counsellors in psychological preparation for students’ acceptance of self-learning patterns post the Covid-19 pandemic in Jordan, ranked in descending order)
Level | Rank | Sta. | Mean | Item | No. |
Deviation | |||||
Medium | 3 | 0.83 | 2.98 | Psychological preparation with school students. | 1 |
Medium | 1 | 1.00 | 3.49 | Psychological preparation with the school principal and teachers. | 2 |
Medium | 2 | 0.97 | 3.41 | Psychological preparation with students’ parents.
|
3 |
Medium | 0.89 | 3.24 | Total grade |
It is noted from the results of table (4) that the arithmetic mean of the role of school counsellors in psychological preparation for students’ acceptance of self-learning patterns post the Covid-19 pandemic in Jordan came at an average level, reaching (3.24) with a standard deviation (0.89), where it came in the first rank in the field of “psychological preparation with School Principal and Teachers “with a mean of (3.49) with a standard deviation of (1.00) and at an average level, and came in the second rank in the field of “psychological preparation with parents of students” with an average of (3.41) with a standard deviation (0.97) and at an average level, and came in the third rank in the field of “preparation” Psychology with school students” with an arithmetic mean (2.98), standard deviation (0.83) and a mean level.
The following is a presentation of the arithmetic averages and standard deviations for each of the paragraphs on the domains for the role of school counsellors in psychological preparation for students’ acceptance of self-learning patterns post the Covid-19 pandemic in Jordan, descending on the domain, and table (5) shows this:
Table 5. (Arithmetic averages and standard deviations of the paragraphs of the role of school counsellors in the psychological preparation for student acceptance patterns of self-learning after the Covid-19 pandemic in Jordan, ranked in descending order (the field of psychological preparation with school students).
Level | Rank | Sta. Deviation | Mean | Item | No. |
High | 1 | 1.08 | 3.77 | It works to help students get rid of the problem of introversion post the Covid-19 pandemic. | 14 |
Medium | 2 | 1.11 | 3.49 | It works to help students get rid of the problem of depression post the Covid-19 pandemic. | 13 |
Medium | 3 | 1.01 | 3.46 | The group counselling method is used with students who suffer from the disadvantages of distance learning during the Covid-19 pandemic. | 10 |
Medium | 4 | 1.11 | 3.39 | It works to help students get rid of the problem of fear of self-learning after the Covid-19 pandemic. | 11 |
Medium | 5 | 0.89 | 3.18 | Follows the psychological effects of students resulting from distance learning during the Covid-19 pandemic. | 8 |
Medium | 6 | 0.95 | 3.17 | It publishes awareness brochures for students about accepting self-learning after the Covid-19 pandemic. | 9 |
Medium | 7 | 0.95 | 3.16 | It helps students to get rid of the problem of confusion in learning. | 15 |
Medium | 8 | 1.24 | 3.11 | It works to help students get rid of the problem of low self-confidence after the Covid-19 pandemic. | 12 |
Medium | 9 | 1.14 | 2.89 | Increases students’ awareness of the importance of self-learning in their progress. | 7 |
Medium | 10 | 1.22 | 2.78 | It works on the psychological preparation of students by directing them to positive aspects such as acquiring new knowledge in self-learning. | 5 |
Medium | 11 | 1.06 | 2.55 | It helps to provide the students with a positive psychological atmosphere that enables them to accept self-learning patterns. | 6 |
Medium | 12 | 1.11 | 2.54 | He understands the feelings and feelings of students after the Covid-19 pandemic. | 1 |
Medium | 13 | 1.21 | 2.44 | He is working on holding awareness sessions to prepare psychologically for students to accept patterns of self-learning after the Covid-19 pandemic. | 2 |
Medium | 14 | 1.21 | 2.43 | It gives students an opportunity to unload their pent-up emotions after the Covid-19 pandemic. | 3 |
Medium | 15 | 1.11 | 2.38 | Students are encouraged to participate in various activities after the Covid-19 pandemic. | 4 |
Medium | 0.83 | 2.98 | Total grade | ||
It is noted that the arithmetic mean of the field of psychological preparation with school students amounted to (2.98), with a standard deviation of (0.83) and at the average level, and it came in the first rank on the field, paragraph (14) which states that “it works to help students get rid of the problem of introversion after the Covid-19 pandemic, “with an arithmetic average of (3.77) and a high level, and in the last rank came paragraph (4), which states “students are encouraged to participate in various activities after the Covid-19 pandemic”, with an arithmetic average (2.38) and an average level. This can be attributed to the fact that the educational counsellor has a major role in promoting healthy social habits acquired, as well as behavioral during the Covid-19 pandemic and providing students with knowledge and skills that enable them to deal and adapt to this new educational stage.
Table 6. (Arithmetic averages and standard deviations of the paragraphs of the role of school counsellors in the psychological preparation for student acceptance Patterns of self-learning after the Covid-19 pandemic in Jordan, ranked in descending order (psychological preparation with the school principal and teachers)
Level | Rank | Sta. | Mean | Item | No. |
Deviation | |||||
High | 1 | 1.18 | 3.78 | Coordinates with the school principal to hold individual meetings with students’ parents. | 18 |
High | 2 | 1.11 | 3.77 | The school principal and teachers are informed of the modern methods of dealing with providing psychological preparation for students. | 21 |
Medium | 3 | 1.16 | 3.61 | Coordinates with the school principal and teachers to follow up on the study of individual cases in providing psychological preparation for students. | 19 |
Medium | 4 | 1.30 | 3.60 | It develops in students’ positive attitudes towards the importance of self-learning after the Covid-19 pandemic. | 22 |
Medium | 5 | 0.95 | 3.44 | Collaborates with the school principal and teachers in developing awareness plans about moving towards self-learning styles. | 17 |
Medium | 6 | 1.25 | 3.39 | Explains the nature of his work to the school principal and teachers to help him with this. | 20 |
Medium | 7 | 0.98 | 3.30 | Coordinates sessions to provide psychological preparation for students about accepting self-learning styles in cooperation with the principal. | 16 |
Medium | 8 | 1.19 | 3.28 | It works to get rid of the negative attitudes of teachers and the school principal towards some students. | 23 |
Medium | 1.00 | 3.49 | Total grade | ||
It is noted that the arithmetic mean of the field of psychological preparation with the school principal and teachers amounted to (3.49) with a standard deviation of (1.00) and at an average level, as it came in the first rank on the field, paragraph (18) which stipulates that “coordinates with the school principal to hold individual meetings with parents Students’ affairs”, with an arithmetic average (3.78) and a high level, and in the last rank came paragraph (23) which stipulated “works to get rid of the negative attitudes of teachers and the school principal towards some students”, with an arithmetic average (3.28) and an average level. This can be attributed to the fact that the role of the educational counselor is not only limited to students and the school, but also networking with parents on several points, the most important of which is preparing the student psychologically and physically before returning and raising their enthusiasm by shedding light on the positive aspects of returning to school and class and seeing friends.
Table 7. (Arithmetic averages and standard deviations of the paragraphs of the role of school counsellors in psychological preparation for student acceptance Patterns of self-learning after the Covid-19 pandemic in Jordan, ranked in descending order (psychological preparation with parents of students).
Level | Rank | Sta. Deviation | Mean | Item | No. | |
High | 1 | 1.29 | 3.89 | Helps parents address the problem of student distraction post the Covid-19 pandemic. | 33 | |
High | 2 | 1.18 | 3.78 | Plays an effective role in communicating with parents of underachieving students. | 35 | |
High | 3 | 1.20 | 3.68 | He works on periodic meetings with students’ parents about the importance of students accepting patterns of self-learning post the Covid-19 pandemic. | 25 | |
High | 4 | 1.21 | 3.67 | It works to urge parents to move towards getting rid of the problem of excessive movement of students. | 32 | |
Medium | 5 | 1.21 | 3.50 | Parents are directed to talk with students about alleviating the anxiety of moving towards self-learning. | 31 | |
Medium | 6 | 1.25 | 3.45 | Encourages parents to continue teaching students in the transition to self-learning. | 30 | |
Medium | 7 | 1.06 | 3.39 | Provides advice to parents on how to deal with the psychological problems caused by the Covid-19 pandemic among students. | 29 | |
Medium | 8 | 1.20 | 3.33 | Helps parents of students in developing treatment plans for the psychological preparation of students. | 24 | |
Medium | 9 | 1.12 | 3.22 | Parents are provided with guidance brochures that explain the nature of the educational counselor’s role in the psychological preparation of students. | 26 | |
Medium | 10 | 1.18 | 3.22 | He participates with parents in addressing the psychological effects of the Covid-19 pandemic on students. | 28 | |
Medium | 11 | 0.99 | 3.00 | Parents are provided with awareness brochures that explain the dangers of students rejecting self-learning. | 27 | |
Medium | 12 | 1.22 | 2.78 | Helps parents organize students’ time post the Covid-19 pandemic. | 34 | |
Medium | 0.97 | 3.41 | Total grade | |||
It is noted that the arithmetic mean of the field of psychological preparation with parents of students was (3.41) with a standard deviation (0.97) and at the average level, as it ranked first in the field, paragraph (33) which states that “it helps parents to address the problem of students’ distraction.” After the Covid-19 pandemic”, with an arithmetic average of (3.89) and a high level, and in the last rank came paragraph (34), which stipulated “helps parents to organize students’ times after the Covid-19 pandemic”, with an average of (2.78) and an average level, This can be attributed to the need for permanent communication between parents and the educational advisor so that he can deal with the students and their circumstances and prepare them to return to face-to-face education. There is a need to avoid the difficult conditions that some students have been exposed to during the past periods, and to inform the educational advisor in the event of any problem related to the student and his education.
Question two: Are there any statistically significant differences at (α≤0.05) in the role of school counsellors in the psychological preparation for students’ acceptance of self-learning patterns after the Covid-19 pandemic in Jordan, due to the variables: (gender, years of service and educational qualification)?
In answering this question, Test conducted (3-way ANOVA), and the next table explained the arithmetic means and standard deviations for the role of school counsellors in psychological preparation for students’ acceptance of self-learning patterns after the Covid-19 pandemic in Jordan, due to the variables: (gender, years of service and educational qualification).
Table 8. (Arithmetic averages and standard deviations of the responses of the study members about the role of school counsellors in psychological preparation for students’ acceptance of self-learning patterns after the Covid-19 pandemic in Jordan according to the study variables)
Total | Psychological preparation with students’ parents | Psychological preparation with the school principal and teachers | Psychological preparation with school students | Levels | Variables | |
3.34 | 3.56 | 3.64 | 3.00 | Mean | Male | Gender
|
0.88 | 0.94 | 0.97 | 0.83 | Sta. Deviation | ||
3.18 | 3.30 | 3.39 | 2.97 | Mean | Female | |
0.89 | 0.98 | 1.00 | 0.84 | Sta. Deviation | ||
3.24 | 3.41 | 3.49 | 2.98 | Mean | Total | |
0.89 | 0.97 | 1.00 | 0.83 | Sta. Deviation | ||
3.30 | 3.47 | 3.56 | 3.01 | Mean | Bachelor’s |
Qualification |
0.87 | 0.96 | 0.97 | 0.81 | Sta. Deviation | ||
3.15 | 3.29 | 3.36 | 2.93 | Mean | Postgraduate | |
0.92 | 0.99 | 1.03 | 0.87 | Sta. Deviation | ||
3.24 | 3.41 | 3.49 | 2.98 | Mean | Total | |
0.89 | 0.97 | 1.00 | 0.83 | Sta. Deviation | ||
3.21 | 3.37 | 3.46 | 2.95 | Mean | Less than 5 years | Experience |
1.00 | 1.09 | 1.12 | 0.93 | Sta. Deviation | ||
3.35 | 3.51 | 3.64 | 3.07 | Mean | (5-10) years | |
0.88 | 1.00 | 1.00 | 0.78 | Sta. Deviation | ||
3.16 | 3.35 | 3.35 | 2.92 | Mean | More than 10 years | |
0.65 | 0.66 | 0.69 | 0.71 | Sta. Deviation | ||
3.24 | 3.41 | 3.49 | 2.98 | Mean | Total | |
0.97 | 1.00 | 0.83 | Sta. Deviation |
This shows that there are apparent differences between the arithmetic averages of individual responses about the role of school counsellors in the psychological preparation for students’ acceptance of self-learning patterns post the Covid-19 pandemic in Jordan. To show the significance of the statistical differences between the arithmetic averages, a multivariate analysis of variance (MANOVA) was used for the responses of the study members on the domains and the total degree of the scale according to the study variables, and table (9) shows the results of that.
Table 9. (Shows the results of the multiple analysis of variance (MANAOVA) for the responses of the study members to the role of school counsellors in psychological preparation for students’ acceptance of self-learning patterns post the Covid-19 pandemic in Jordan due to the study variables)
Statistical significance | “F” Value | Square
mean |
Degree of Freedom | Square Total | Dependent variables | No. | Source | ||
.907 | .014 | .009 | 1 | .009 | Psychological preparation with school students | 1 | gender
|
||
.076 | 3.170 | 3.084 | 1 | 3.084 | Psychological preparation with the school principal and teachers | 2 | |||
.042* | 4.172 | 3.877 | 1 | 3.877 | Psychological preparation with students’ parents | 3 | |||
.243 | 1.370 | 1.071 | 1 | 1.071 | Total | ||||
.430 | .624 | .435 | 1 | .435 | Psychological preparation with school students | 1 | Qualification | ||
.109 | 2.580 | 2.509 | 1 | 2.509 | Psychological preparation with the school principal and teachers | 2 | |||
.120 | 2.434 | 2.262 | 1 | 2.262 | Psychological preparation with students’ parents | 3 | |||
.190 | 1.723 | 1.346 | 1 | 1.346 | Total | ||||
.427 | .852 | .595 | 2 | 1.189 | Psychological preparation with school students | 1 | Experience | ||
.389 | .924 | .898 | 2 | 1.797 | Psychological preparation with the school principal and teachers | 2 | |||
.661 | .414 | .385 | 2 | .770 | Psychological preparation with students’ parents | 3 | |||
.505 | .685 | .535 | 2 | 1.071 | Total | ||||
.698 | 309 | 215.539 | Psychological preparation with school students | 1 | Error | ||||
.973 | 309 | 300.555 | Psychological preparation with the school principal and teachers | 2 | |||||
.929 | 309 | 287.173 | Psychological preparation with students’ parents | 3 | |||||
.781 | 309 | 241.452 | Total | ||||||
313 | 217.258 | Psychological preparation with school students | 1 | Total average | |||||
313 | 309.980 | Psychological preparation with the school principal and teachers | 2 | ||||||
313 | 294.957 | Psychological preparation with students’ parents | 3 | ||||||
313 | 245.717 | Total | |||||||
This shows the following:
- There are no statistically significant differences at the significance level (α = 0.05) between individuals’ estimates of each of the domains of psychological preparation with school students, and the domain of psychological preparation with the school principal and teachers due to the difference of sex, as the (f) value on the domains was (0.014). (3.170) and at a level the significance is (0.907) (0.076), respectively, and these values are not statistically significant at (α = 0.05). While there are statistically significant differences between individuals’ estimates on the field of psychological preparation with the students’ parents due to the gender variable, as the (f) value on the field is (4.172) and at the level of significance (0.042), and this value is considered statistically significant at (α = 0.05). It was clear that the differences are in favor of males with a higher mean than females on the field. It also shows that there are no statistically significant differences at the level of significance (α = 0.05) on the total degree of the scale due to the effect of the sex variable, where the value of (F) on the scale as a whole reached (1.370) at a level of significance (0.243), and it is considered that this value is not statistically significant.
- There are no statistically significant differences at the significance level (α = 0.05) between individuals’ estimates of all domains (psychological preparation with school students, psychological preparation with the school principal and teachers, psychological preparation with students’ parents) due to the difference in the educational qualification variable. Statistical value (f) on the domains (0.624) (2.580) (2.434) and at the level of significance (0.430) (0.109) (0.120) respectively, and all these values are considered non-statistically significant at (α = 0.05). It also shows that there are no statistically significant differences at the total degree of the scale due to the effect of the educational qualification variable, where the value of (F) on the scale as a whole reached (1.723) with significance level of (0.190), and this value is not statistically significant.
- There are no statistically significant differences at the level of significance (α = 0.05) between individuals’ estimates of all domains (psychological preparation with school students, psychological preparation with the school principal and teachers, psychological preparation with students’ parents) due to the difference in the years of experience variable. The (f) value on the domains (0.852) (0.924) (0.414) and the significance level (0.427) (0.398) (0.661), respectively, and these values are not statistically significant at (α = 0.05). It also shows that there are no statistically significant differences at the total degree of the scale due to the effect of the variable years of experience, where the value of (F) on the scale as a whole was (0.685) with significance level of (0.505), and this value is not statistically significant.
Conclusion
We have to know that the challenges and difficulties which face the different sectors during the crisis which could happen in the world, especially, education sector, so we have to be ready for any emergency which could happen, and we should have different strategies in teaching policies through using the mixed teaching process (mixing the online with distance learning) to ensure the learning continuity in order to hinder the process of achievement.
Suggestions
- Endorse the responsibilities and priorities of educational counselling in all academic institutions, especially in public schools.
- Cultivate a culture that endorses online learning and develops a favorable electronic learning environment.
- Wisely assisting learners, teachers, and academic counsellors by setting the right organizational programs.
- Endorse the responsibilities and priorities of educational counselling in all academic institutions, mainly public schools, cultivate a culture that develops distance education and encourage a positive electronic learning environment, providing wise assistance to learners, teachers and academic counsellors to provide them with the assistance they need.
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