Disruptiveness of COVID-19: Differences in Course Engagement, Self-Appraisal, and Learning
Saved in:
| Title: | Disruptiveness of COVID-19: Differences in Course Engagement, Self-Appraisal, and Learning |
|---|---|
| Language: | English |
| Authors: | Teresa M. Ober (ORCID |
| Source: | AERA Open. 2023 9(1). |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 20 |
| Publication Date: | 2023 |
| Sponsoring Agency: | National Science Foundation (NSF), Division of Research on Learning in Formal and Informal Settings (DRL) Institute of Education Sciences (ED) |
| Contract Number: | 1350787 R305A180269 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | COVID-19, Pandemics, Learner Engagement, Self Evaluation (Individuals), Electronic Learning, Distance Education, Advanced Placement, Statistics Education |
| ISSN: | 2332-8584 |
| Abstract: | We investigated how the transition to remote instruction during the COVID-19 pandemic affected students' engagement, self-appraisals, and learning in advanced placement (AP) Statistics courses. Participants included 681 (M[subscript age]=16.7 years, SD[subscript age]=0.90; %female=55.4) students enrolled in the course during 2017-2018 (N=266), 2018-2019 (N=200), and the pandemic-affected 2019-2020 (N=215) school years. Students enrolled during the pandemic-affected year reported a greater improvement in affective engagement but a decrease in cognitive engagement in the spring semester relative to a previous year. Females enrolled in the pandemic-affected year experienced a greater negative change in affective and behavioral engagement. Students enrolled during the pandemic-affected year reported a greater decrease in their anticipated AP exam scores and received lower scores on a practice exam aligned with the AP exam compared to a prior year. Although students were resilient in some respects, their self-appraisal and learning appear to have been negatively affected by pandemic circumstances. |
| Abstractor: | As Provided |
| IES Funded: | Yes |
| Entry Date: | 2023 |
| Accession Number: | EJ1405279 |
| Database: | ERIC |
| Abstract: | We investigated how the transition to remote instruction during the COVID-19 pandemic affected students' engagement, self-appraisals, and learning in advanced placement (AP) Statistics courses. Participants included 681 (M[subscript age]=16.7 years, SD[subscript age]=0.90; %female=55.4) students enrolled in the course during 2017-2018 (N=266), 2018-2019 (N=200), and the pandemic-affected 2019-2020 (N=215) school years. Students enrolled during the pandemic-affected year reported a greater improvement in affective engagement but a decrease in cognitive engagement in the spring semester relative to a previous year. Females enrolled in the pandemic-affected year experienced a greater negative change in affective and behavioral engagement. Students enrolled during the pandemic-affected year reported a greater decrease in their anticipated AP exam scores and received lower scores on a practice exam aligned with the AP exam compared to a prior year. Although students were resilient in some respects, their self-appraisal and learning appear to have been negatively affected by pandemic circumstances. |
|---|---|
| ISSN: | 2332-8584 |
