The Correlation of Financial-Stress and Educational-Teaching Factors on Students during Online Learning in the Covid-19 (Cov19) Pandemic

This paper presents empirical evidence on financial-stress (FSF) and educational-teaching (ETF) factors to students. Therefore, the purpose of this research was to identify whether these factors were related to each-other, as well as if they affected students' performance during online learning during the Cov19 pandemic. Correlation analysis (Pearson test r) and multiple regression analysis (R, R2, Adj. R2, Std. Error, F, Sig. F, Durbin-Watson, Anova) were used during this study. The data were collected from 380 students surveyed at the PhD, Master and Bachelor level at the Kosovos' Universities, where through version 23.0 Windows of the SPSS program, 57 factors were tested which were divided into 11 categories. The results (alpha=0.84, r=.873, R=.982, Sig.=000) showed that there was a correlation between the financial stress factor (FSF) and the educational-teaching factor (ETF) for students, so to increase performance during online learning the following findings should be considered: 1) students should have had concentration, adaptation and good communication during the lesson, 2) students should have had good financial conditions within the family to adapt to the new learning and teaching environment, 3) stress factors should be removed to increase learning motivation, 4) the university should provide suitable learning opportunities for students who have worked so as not to lose their jobs, 5) there should be reductions in tuition fees or flexible ways to pay them, 6) professors should provide information about exams, lecture, graduations so that students did not have educational-financial stress. Therefore, the six most important findings of this research should be taken into account to increase student performance during online learning. Research implications suggest that focusing during online learning enhances student performance, and that families who have good financial standing have less financial stress to create the conditions for a new learning environment, so these findings may become a reference for subsequent research.