What Happened during COVID-19? Instructional Setting as a Predictor of Students' Academic Achievement
International Journal of Technology in Education and Science
; 6(3):495-507, 2022.
Article
in English
| ProQuest Central | ID: covidwho-2058311
ABSTRACT
Our goal in the current study was to identify the degree to which instructional setting (remote versus traditional) predicted students' academic achievement during the COVID-19 pandemic. A matched sample of data from 194 undergraduate students who were continuously enrolled at a private university in the southeastern United States from the spring semester of 2020 through the spring semester of 2021 was selected for this study. Data from students enrolled remotely across 37 majors were matched by sex, enrollment status, and Spring 2020 GPA. Our findings showed that neither instructional setting, students' sex, nor the number of hours they attempted were important predictors of students' academic performance during the COVID-19 pandemic. Furthermore, the academic performance of students enrolled remotely on average remained unchanged from Spring 2020 through Spring 2021. Incidentally, our results revealed that the preceding academic performance was the only important predictor of students' academic achievement during this period. This finding confirms former research on the role that previous performance plays in the academic performance of undergraduate students.
ERIC, Current Index to Journals in Education (CIJE); Higher Education; Postsecondary Education; Part Time Students; Pandemics; Educational Environment; School Closing; Grade Point Average; COVID-19; Gender Differences; Full Time Students; Distance Education; Undergraduate Students; Academic Achievement; Private Colleges; Predictor Variables
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Collection:
Databases of international organizations
Database:
ProQuest Central
Type of study:
Prognostic study
Language:
English
Journal:
International Journal of Technology in Education and Science
Year:
2022
Document Type:
Article
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