Figure 2. Students stress experience in the three learning environments. (A) perceived stress levels (i.e., PSS scores) at the start (Survey 1) and end (Survey 2) of the academic semester, (B) academic stress frequency (times experienced/week) assessed at the end of the semester (i.e., Survey 2), and (C) daily academic stress intensity [provided on a 5-point Likert scale (0 = not stressful to 5 = extremely stressful)] in each learning environment at the end of the semester. Data are presented as mean values ± SEM. Perceived stress levels (i.e., PSS scores) were analyzed by two-way ANOVA (main effects: learning environment and time) followed by Tukey’s Studentized test. Academic stress frequency and academic stress intensity were analyzed by one-way ANOVA followed by Tukey's Studentized test. Bars not sharing a lowercase letter differ (P<0.05) : Changes in Academic Performance and Learning Approach During the COVID-19 Pandemic: A Three-Year Comparative Study in Diverse Learning Environments : Science and Education Publishing

Figure 2. Students stress experience in the three learning environments. (A) perceived stress levels (i.e., PSS scores) at the start (Survey 1) and end (Survey 2) of the academic semester, (B) academic stress frequency (times experienced/week) assessed at the end of the semester (i.e., Survey 2), and (C) daily academic stress intensity [provided on a 5-point Likert scale (0 = not stressful to 5 = extremely stressful)] in each learning environment at the end of the semester. Data are presented as mean values ± SEM. Perceived stress levels (i.e., PSS scores) were analyzed by two-way ANOVA (main effects: learning environment and time) followed by Tukey’s Studentized test. Academic stress frequency and academic stress intensity were analyzed by one-way ANOVA followed by Tukey's Studentized test. Bars not sharing a lowercase letter differ (P<0.05)

American Journal of Educational Research. 2025, 13(2), 92-101 doi:10.12691/education-13-2-8