Medium-run effects of COVID-19 induced distant learning on students' academic performance

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216208%3A11230%2F24%3A10482470" target="_blank" >RIV/00216208:11230/24:10482470 - isvavai.cz</a>

Výsledek na webu

<a href="https://verso.is.cuni.cz/pub/verso.fpl?fname=obd_publikace_handle&handle=xuAQrcW1V4" target="_blank" >https://verso.is.cuni.cz/pub/verso.fpl?fname=obd_publikace_handle&handle=xuAQrcW1V4</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.1016/j.labeco.2024.102601" target="_blank" >10.1016/j.labeco.2024.102601</a>

Jazyk výsledku

angličtina

Název v původním jazyce

Medium-run effects of COVID-19 induced distant learning on students' academic performance

Popis výsledku v původním jazyce

Administrative data on bachelor students for 2014/15 to 2022/23 academic years are used to analyze their performance before, during, and - what is new in the literature - after the COVID-19 pandemic. The analysis reveals that both low- and high-ability students of all affected cohorts received better grades during the semesters when teaching and examinations were delivered online, with the effect on low-ability students continuing through the first after-COVID academic year. However, improved grades contrast with lower graduation rates, especially among high-ability students. Detailed analysis of graduation patterns coupled with ECTS credits take-up analysis suggests that high-ability students were often discouraged from studying during the pandemic. For low-ability students, the negative influence of COVID-19 was compensated by the lenient grading policy that allowed them to pass the compulsory exams and continue studying.

Název v anglickém jazyce

Medium-run effects of COVID-19 induced distant learning on students' academic performance

Popis výsledku anglicky

Administrative data on bachelor students for 2014/15 to 2022/23 academic years are used to analyze their performance before, during, and - what is new in the literature - after the COVID-19 pandemic. The analysis reveals that both low- and high-ability students of all affected cohorts received better grades during the semesters when teaching and examinations were delivered online, with the effect on low-ability students continuing through the first after-COVID academic year. However, improved grades contrast with lower graduation rates, especially among high-ability students. Detailed analysis of graduation patterns coupled with ECTS credits take-up analysis suggests that high-ability students were often discouraged from studying during the pandemic. For low-ability students, the negative influence of COVID-19 was compensated by the lenient grading policy that allowed them to pass the compulsory exams and continue studying.

Druh

J_imp - Článek v periodiku v databázi Web of Science

CEP obor

—

OECD FORD obor

50201 - Economic Theory

Projekt

<a href="/cs/project/LX22NPO5101" target="_blank" >LX22NPO5101: Národní institut pro výzkum socioekonomických dopadů nemocí a systémových rizik</a><br>

Návaznosti

P - Projekt vyzkumu a vyvoje financovany z verejnych zdroju (s odkazem do CEP)

Rok uplatnění

2024

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

Labour Economics

ISSN

0927-5371

e-ISSN

1879-1034

Svazek periodika

Neuveden

Číslo periodika v rámci svazku

89

Stát vydavatele periodika

NL - Nizozemsko

Počet stran výsledku

30

Strana od-do

102601

Kód UT WoS článku

001288781100001

EID výsledku v databázi Scopus

2-s2.0-85199064700