The Impact of COVID-19 on Students’ Marks: A Bayesian Hierarchical Modeling Approach

Tomal, Jabed H.; Rahmati, Saeed; Boroushaki, Shirin; Jin, Lingling; Ahmed, Ehsan

doi:10.1007/s40300-021-00200-1

Cited by 7 publications

(13 citation statements)

References 23 publications

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“…With when request came to change the teaching method from face-to-face to distance learning, the university was well prepared for immediate transfer to the online space. Tomal et al [17] empirically measured the impact of online teaching on students' academic performance in 11 science, technology, engineering, and mathematics courses using a Bayesian linear mixed-effects model fitted to longitudinal data. They observed an increase in overall average marks in courses requiring lower-level cognitive skills (including first-year mathematics courses) according to Bloom's taxonomy of knowledge [27] and a decrease in marks in courses requiring higher-level cognitive skills (those with hands-on lab, coding, and programming components).…”

Section: Review Of Related Literaturementioning

confidence: 99%

“…One might therefore expect that there would be fewer effects on academic achievement at the university level compared to the primary and secondary education levels. However, studies dealing with general COVID-19 confinement on students' performance in higher education reported both negative [12][13][14] and positive [15][16][17] effects.…”

Section: Introductionmentioning

confidence: 98%

“…Studies analyzing the impact of COVID-19, and consequently distance learning, on mathematics achievement at the tertiary educational level are very rare. Perhaps surprisingly, positive or no effects of distance learning on mathematics achievement at the tertiary level have been reported to a greater extent than at lower education levels [16][17][18].…”

Section: Introductionmentioning

confidence: 98%

“…After reviewing the representative literature (see Section 2), we found that much of the current comparative research on mathematics performance between pre-pandemic and pandemic generations of tertiary education students is mainly based on the final course grade. Hence, it is essential to examine also the extent to which the previously identified primary factors influencing students' mathematics performance changed during the pandemic [17]. Our study compares the pre-pandemic and pandemic generations of students from this perspective.…”

Section: Introductionmentioning

confidence: 99%

“…Such comparison requires systematic in-depth analysis. To comprehensively understand how student performance has changed due to COVID-19-related school closures, it is important to investigate factors that potentially contributed to the changes [17].…”

Section: Introductionmentioning

confidence: 99%

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Has the COVID-19 Pandemic Affected Mathematics Achievement? A Case Study of University Students in Social Sciences

et al. 2022

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This study examines the effects of COVID-19-related measures on the mathematics achievement of university students in social sciences in Slovenia. Our particular concern was to compare two student populations (pre-pandemic and pandemic) in terms of factors affecting student performance in mathematics courses. Data were collected over nine consecutive academic years (from 2013–2014 to 2020–2021) and analyzed using two-stage structural equation modelling (SEM). The analyses confirmed that the conceptual model developed before the pandemic was applicable during the pandemic period. For both populations (pre-pandemic and pandemic), mathematics confidence, perceived level of math anxiety, background knowledge from secondary school, and self-engagement in mathematics courses at university were confirmed as factors influencing mathematics achievement. Moreover, both populations perceived the effects of the factors in the same way, and the magnitude of the effects is comparable. The rather high values of determination coefficient for mathematics achievement (greater than 0.66 for both student populations) indicate that the variables “Perceived Level of Math Anxiety” and “Self-Engagement in Mathematics Course at University” together explain a significant proportion of the total variance before and during the pandemic. Consequently, the results of our case study indicated that pandemic measures did not have a significant impact on our students’ mathematics achievement. Although a more in-depth study of a broader sample of academic courses would be needed to confirm our findings, our experience indicates that mathematics courses at the tertiary level of education can be successfully delivered online.

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Section: Review Of Related Literaturementioning

confidence: 99%

Section: Introductionmentioning

confidence: 98%

Section: Introductionmentioning

confidence: 98%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Has the COVID-19 Pandemic Affected Mathematics Achievement? A Case Study of University Students in Social Sciences

et al. 2022

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Applying active learning by contextualizing robotic applications to historical heritage

Quesada‐Real,

Perez‐Peña,

Morgado‐Estévez

et al. 2023

Comp Applic In Engineering

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Optional university courses are designed to allow undergraduate students to specialize in relevant fields to enhance their skills and knowledge for their future careers. However, there are some cases in which students prioritize enrolling in courses that are easy to pass. This choice results in having students with low motivation and commitment, who mainly focus on doing just enough to pass the course, missing the opportunity to boost their skills. In this study, an eclectic approach is proposed, applying a mixture of active learning methods together with the theory of multiple intelligences to improve students' performance, motivation, and commitment throughout the course. The study was applied to the 56 students enrolled in the optional Micro‐Robotics Application spring course in the year 2021 at the University of Cádiz (Spain). Results demonstrate that this combination of active learning methodologies increased students' motivation, prompting them to give their best in terms of commitment, performance, and creativity. Furthermore, they were convinced that during the course they not only learned relevant robotic knowledge but also acquired essential skills needed for their future. Finally, this study highlights the benefits and future directions for implementing active learning methodologies in science, technology, engineering, and mathematics courses.

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Teaching introductory soil science before, during, and “after” the COVID‐19 pandemic

Rahmani

Mashtare

Schulze

et al. 2023

Natural Sciences Education

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Beginning abruptly in the second half of the Spring 2020 semester at Purdue University, we modified our teaching approach in Introductory Soil Science and Forest Soils courses (AGRY 255/270) with a combined annual enrollment of ∼370 students to cope with the COVID-19 pandemic. In that semester, we went to entirely virtual lecture, lab, and discussion sessions with limited instructor-to-student interaction to reduce the spread of COVID-19. From Fall 2020 to Spring 2022, we re-instituted many of our pre-COVID-19 practices, with some COVID-19 modifications, as we adjusted to the new normal. These modifications included (1) an introductory video released at the start of the semester to explain the course structure and expectations for students who begin the semester ill or in quarantine and could not attend the first lecture in-person or live virtual, (2) lectures and exam reviews delivered in multiple formats (i.e., in-person, live over Zoom, and recorded/pre-recorded) to increase student access to these materials throughout the semester, (3) allowing early access to weekly online lab materials at the completion of the previous week (instead of after the next week's lecture) to allow students 3 more days to complete the online portion of the lab, and (4) creating digital versions (photographs and videos) of the hands-on lab materials and virtual field trips for students in quarantine or with excused absences. When activities were primarily virtual, we found email reminders were needed to make sure that students stayed on task and met course deadlines. Adjustments necessary during the early days of the pandemic that were not continued include (1) an assigned and supervised 1-h lab time (rather than unscheduled and self-guided student access to the lab) and (2) online live exams.

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The Impact of COVID-19 on Students’ Marks: A Bayesian Hierarchical Modeling Approach

Cited by 7 publications

References 23 publications

Has the COVID-19 Pandemic Affected Mathematics Achievement? A Case Study of University Students in Social Sciences

Has the COVID-19 Pandemic Affected Mathematics Achievement? A Case Study of University Students in Social Sciences

Applying active learning by contextualizing robotic applications to historical heritage

Teaching introductory soil science before, during, and “after” the COVID‐19 pandemic

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