Dataset of Jordanian University Students’ Psychological Health Impacted by Using E-learning Tools during COVID-19
Description
COVID-19 has affected different sectors in society, and education is not an exception. Schools and higher education institutions were among the most affected. In Jordan, the government imposed an emergency state through taking strict measures to prevent further spread of the virus. These measures included closing borders, suspending schools and universities, halting flights, banning gatherings, quarantine, and others. Students’ shifting to the e-learning model led to the prolonged use of digital e-learning tools including smartphones, laptops, and i-pad tablets, which ultimately affected their mental health and their psychological well-being. This dataset focuses on the impact of the excessive use of COVID-19’s e-learning digital tools on university students’ psychological and mental health. The dataset further investigates whether there is a correlation between the students’ prolonged use of e-learning digital tools, imposed by the COVID-19 crisis, and the psychosomatic symptoms and disorders. A Likert-type questionnaire was administered in Arabic, being the official language in Jordan. This dataset contains two main sections; the first section is demographic information, and the second section reports on the psychosomatic impact of COVID-19’s e-learning digital tools on university students’ well-being. A total of 775 responses were received, and the data were analyzed according to Likert’s five-point scale, where frequencies and percentages were calculated. The demographic information part aimed to gather information about gender, level/year (first/freshman, second/ sophomore, third/junior, fourth/senior, or other), age (18-24, 25-30, or 30+), cumulative average/GPA ( +90 / 3.5+, 80-89 / 3.0-3.49, 70-79 / 2.5-2.99, 60-69 / 2.0-2.49, Below 60 / Below 2.0 or other). The second section consisted of five main constructs. The first construct is concerned with the use of digital tools (mobile phone, laptop, i-pad) before and after COVID-19. This construct identifies the type of digital tools used, length of use before and after COVID-19, and whether their excessive use for academic purposes led to distraction. The second construct seeks to compare the students’ sleeping habits before and after COVID-19, and if their frequent use of e-learning tools interfered with their bedtime and wake-up. The third construct aims to elicit responses on the students’ social behaviour and the extent to which the closures, lockdowns, and curfews, in addition to their prolonged use of e-learning tools, have impacted their everyday life routines. The fourth construct focused on the psychological state of students after having undergone unfavourable conditions during the COVID-19 crisis. This was reflected in cases of stress, frustration, tension, and depression. The last construct seeks to probe into the consequences of the above factors, i.e. social and psychological, on the students’ academic performance and achievements.