Influence of COVID-19 confinement in students performance in higher education
By T. González, M. de la Rubia, Kyle Hincz, Marta López, L. Subirats, Santi Fort, G. Sacha. arXiv.org, 2020
373 citations recorded by the source corpus.
This study explores the effects of COVID-19 confinement in the students’ performance in higher education. Using a field experiment of 458 students from three different subjects in Universidad Autónoma de Madrid (Spain), we study the differences in assessments by dividing students into two groups. The first group (control) corresponds to academic years 2017/2018 and 2018/2019. The second group (experimental) corresponds to students from 2019/2020, which is the group of students that interrupted their face-to-face activities because of the confinement. The results show that there is a significant positive effect of the COVID-19 confinement on students’ performance. This effect is also significative in activities that did not change their format when performed after the confinement. We find that this effect is significative both in subjects that increased the number of assessment activities and subjects that did not change the workload of students. Additionally, an analysis of students’ learning strategies before confinement shows that students did not study in a continuous basis. Based on these results, we conclude that COVID-19 confinement changed students’ learning strategies to a more continuous habit, improving their efficiency. For these reasons, better scores in students’ assessment are expected due to COVID-19 confinement that can be explained by an improvement in their learning performance.
Subfields: Clinical Psychology, Computer Science Applications, Education
View Paper: https://www.semanticscholar.org/paper/95a01431d2948b87a8080151ede1b5c25966a134
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Citations in the corpus
- ESL Teachers’ Challenges in Implementing E-learning during COVID-19 (2021, background): “Web-assisted learning included online discussions and interactions between the learners and instructors, and varied information can be analysed, to improve teaching quality (Gonzalez et al., 2020).”
- Impacts of the COVID-19 Pandemic on Life of Higher Education Students: A Global Perspective (2020, background): “) [7,12,15,21-27] and social life (closed dorms and therefore moving back home, no meetings with friends, university colleagues, relatives, no parties, no traveling, staying trapped”
- Impact of lockdown on learning status of undergraduate and postgraduate students during COVID-19 pandemic in West Bengal, India (2020, neutral): “Most of the governments around the world have initiated a common goal to curb the spread of this highly contagious disease by imposing lockdown, social/physical distancing, avoiding face-to-face teachinglearning, and restrictions on immigration (Gonzalez et al. 2020).”
- College students’ use and acceptance of emergency online learning due to COVID-19 (2020, critical): “Contrary to what Gonzalez et al. (2020) found, in this study, cognitive engagement (knowledge, concentration, engagement, attendance, and interest) among students decreased after the stay-at-home orders due to COVID-19.”
- Transitioning to E-Learning during the COVID-19 pandemic: How have Higher Education Institutions responded to the challenge? (2021, background): “Moodle was the main platform for conducting asynchronous learning activities in studies that examined the use of online tools in specific courses and programs (Davies et al., 2020; Gonzalez et al., 2020; Lassoued et al., 2020; Rizun & Strzelecki, 2020; Terenko & Ogienko, 2020; Wang et al., 2020).”