Comparing Student Challenges During COVID-19 Across Higher Education Institutions in Four Countries: A Mixed Methods Analysis Using the Shannon Diversity Index
DOI:
https://doi.org/10.33423/ka3xn658Keywords:
higher education, COVID-19, university students, mixed methods research, Shannon Diversity Index, Shannon-Based Thematic Diversity Index, thematic analysis, quantitizing qualitative data, student challenges, online learning, cross-national comparison, educational disruption, pandemic responseAbstract
This mixed methods research study compares the diversity of challenges experienced by university students during COVID-19 across five institutional contexts in four countries: South Africa (two universities), the United States, Brazil, and Chile. Using previously published thematic findings, themes were quantitized and analyzed via the Shannon Diversity Index (SDI), yielding what is termed the Shannon-Based Thematic Diversity Index (SBTDI), which captures both the range and evenness of challenges. Results indicate variability in thematic diversity across institutions, with the New York sample showing the highest diversity and Wits University the lowest. Findings suggest that student challenges are multidimensional, underscoring the importance of designing comprehensive interventions for future pandemics and other large-scale disruptions.
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