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Research article

Predicting how a disrupted semester during the COVID-19 pandemic impacted student learning

Academic Editor: Santoso Wibowo
Raw data is available at https://doi.org/10.17608/k6.auckland.19587217

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  • Tertiary education faced unprecedented disruption resulting from COVID-19 driven lockdowns around the world, leaving educators with little understanding of how the pandemic and consequential shift to online environments would impact students′ learning. Utilising the theoretical framework of a student′s affective field, this study aimed to investigate how student achievement, achievement-related affect, and self-perceived well-being contributed to predicting how their learning was impacted. Questionnaire responses and academic achievement measures from students (N = 208) in a New Zealand second-year, tertiary mathematics course were analysed. Despite a return to in-person teaching after eliminating community-transmission of the virus, students reported larger impacts of the disruption to semester on both their learning and well-being at the end of the term than during the lockdown. Hierarchical multiple regression revealed that gender, prior achievement, performance on low-stakes assessment, as well as exam-related self-efficacy and hope, made significant, independent contributions to explaining students′ perceived learning impact. Even when controlling for achievement and achievement-related affect, students′ perceived impact to their well-being made a significant and substantial contribution to the impact on their learning. The findings provide motivation to further investigate whether attempts to address student achievement-related affect can help mitigate the effects of major life disruptions on studying. We suggest that frequent, low-stakes assessment can identify students who are more likely to report greater negative impacts to their learning. We finally conclude that student well-being is paramount to how students perceive their own learning, even when controlling for actual measures of and about their achievement.

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  • Table 1.  T-tests for changes in learning impact, well-being impact, and performance

    Mid-semester End of semester 95% CI for
    mean difference
    t p d
    M SD M SD
    Learning 5.46 2.63 6.09 2.45 -0.95, -0.32 -3.97 .000 0.28
    Wellbeing 5.25 2.59 5.69 2.47 -0.72, -0.17 -3.16 .002 0.22
    Performance 74.47 20.29 59.56 29.06 11.80, 18.02 9.44 .000 0.66
    Note. N = 208.
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    Table 2.  Descriptive statistics and correlations of latent factors in the hierarchical regression

    M SD α 1 2 3 4 5 6 7 8 9 10
    1. Learning impact 6.09 2.45 -
    2. Gender 1.44 0.50 - -.14*
    3. Prior achievement 6.54 2.12 - -.17* -.05
    4. Test 74.47 20.29 - -.17* -.11 .59**
    5. Exam 59.56 29.06 - -.20** -.08 .56** .63**
    6. Quizzes 88.19 16.98 - -.28** -.04 .54** .56** .57**
    7. Self-efficacy 59.31 19.53 .94 -.26** .04 .35** .42** .44** .35**
    8. Hope 3.03 0.69 - -.26** -.07 .26** .34** .35** .28** .60**
    9. Stress-is-enhancing 3.04 0.79 .78 .06 -.03 .10 .18* .10 .04 .11 .10
    10. Stress-is-debilitating 3.22 0.73 .75 -.04 .03 -.17* -.18** -.15* -.14* -.12* -.11 -.55**
    11. Well-being impact 5.69 2.47 - .79** -.11 -.16* -.12* -.08 -.19** -.24** -.19** .04 .02
    Note. **Correlation is significant at the 0.005 level; *Correlation is significant at the 0.05 level; Gender (Male = 1, Female = 2); N = 208.
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    Table 3.  Hierarchical regression coefficients for perceived learning impact at the end of semester

    β for student perception of learning impact
    Variable Step 1 Step 2 Step 3 Step 4 Step 5 Step 6 Step 7 Step 8 Step 9
    Gender -.14* -.15* -.16* -.16* -.16* -.14* -.16* -.16* -.07
    Prior achievement -.18* -.11 -.07 -.02 .00 -.01 -.01 .06
    Test -.12 -.06 .00 .04 .05 .03 .03
    Exam -.14 -.07 -.03 -.01 -.01 -.12*
    Quizzes -.25* -.23* -.23* -.23* -.12*
    Self-efficacy -.17* -.07 -.08 .05
    Hope -.18* -.18* -.12*
    Stress-is-enhancing .05 -.01
    Stress-is-debilitating -.06 -.08
    Well-being impact .75**
    $ {R}_{adj}^{2} $ .02* .04** .05** .05** .09** .10** .12** .12** .65**
    $ {\mathrm{\Delta }R}_{adj}^{2} $ .03* .01 .01 .03* .02* .02* .00 .53**
    Note. **p < .005; *p < .05; N = 208.
     | Show Table
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