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Disruptiveness of COVID-19: Differences in Course Engagement, Self-Appraisal, and Learning

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Title: Disruptiveness of COVID-19: Differences in Course Engagement, Self-Appraisal, and Learning
Language: English
Authors: Teresa M. Ober (ORCID 0000-0001-9698-9543), Ying Cheng, Matthew F. Carter, Cheng Liu (ORCID 0000-0002-2787-1653)
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
FullText Text:
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  Data: Disruptiveness of COVID-19: Differences in Course Engagement, Self-Appraisal, and Learning
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  Data: <searchLink fieldCode="AR" term="%22Teresa+M%2E+Ober%22">Teresa M. Ober</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-9698-9543">0000-0001-9698-9543</externalLink>)<br /><searchLink fieldCode="AR" term="%22Ying+Cheng%22">Ying Cheng</searchLink><br /><searchLink fieldCode="AR" term="%22Matthew+F%2E+Carter%22">Matthew F. Carter</searchLink><br /><searchLink fieldCode="AR" term="%22Cheng+Liu%22">Cheng Liu</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-2787-1653">0000-0002-2787-1653</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22AERA+Open%22"><i>AERA Open</i></searchLink>. 2023 9(1).
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  Data: 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
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  Data: 20
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  Data: National Science Foundation (NSF), Division of Research on Learning in Formal and Informal Settings (DRL)<br />Institute of Education Sciences (ED)
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  Data: <searchLink fieldCode="DE" term="%22COVID-19%22">COVID-19</searchLink><br /><searchLink fieldCode="DE" term="%22Pandemics%22">Pandemics</searchLink><br /><searchLink fieldCode="DE" term="%22Learner+Engagement%22">Learner Engagement</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Evaluation+%28Individuals%29%22">Self Evaluation (Individuals)</searchLink><br /><searchLink fieldCode="DE" term="%22Electronic+Learning%22">Electronic Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Distance+Education%22">Distance Education</searchLink><br /><searchLink fieldCode="DE" term="%22Advanced+Placement%22">Advanced Placement</searchLink><br /><searchLink fieldCode="DE" term="%22Statistics+Education%22">Statistics Education</searchLink>
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  Data: 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.
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 20
    Subjects:
      – SubjectFull: COVID-19
        Type: general
      – SubjectFull: Pandemics
        Type: general
      – SubjectFull: Learner Engagement
        Type: general
      – SubjectFull: Self Evaluation (Individuals)
        Type: general
      – SubjectFull: Electronic Learning
        Type: general
      – SubjectFull: Distance Education
        Type: general
      – SubjectFull: Advanced Placement
        Type: general
      – SubjectFull: Statistics Education
        Type: general
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      – TitleFull: Disruptiveness of COVID-19: Differences in Course Engagement, Self-Appraisal, and Learning
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            NameFull: Cheng Liu
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              Y: 2023
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