Nationwide, Longitudinal Impact of COVID-19 on University Business Students' Academic Performance
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| Title: | Nationwide, Longitudinal Impact of COVID-19 on University Business Students' Academic Performance |
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| Language: | English |
| Authors: | Maxine E. Lubner, William C. Farrell, Christina S. Perry, Mitchel J. Stimers, Tamara Berlino |
| Source: | Higher Education Studies. 2025 15(2):365-380. |
| Availability: | Canadian Center of Science and Education. 1595 Sixteenth Ave Suite 301, Richmond Hill, Ontario, L4B 3N9 Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: hes@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/hes |
| Peer Reviewed: | Y |
| Page Count: | 16 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | COVID-19, Pandemics, Business Education, Undergraduate Students, Graduate Students, In Person Learning, Blended Learning, Academic Achievement, Student Adjustment, Achievement Gains |
| ISSN: | 1925-4741 1925-475X |
| Abstract: | We analyzed COVID-19's impact on business students in bachelor's and master's programs across traditional, hybrid, and online learning modes using data from 209,073 students in 215 U.S. colleges. Using repeated measures ANOVA and Friedman's test for this longitudinal study, we compared four periods from 2016-2023: pre-pandemic, a 5-month disruption, a 1-year adaptation, and a 1-year new normal across six degree-modality combinations. Results showed significant score improvements from pre-pandemic to each pandemic-affected period in five of six combinations. For the master's degree in traditional modality, scores improved without statistical significance. In contrast to K-12 findings, college students' performance statistically increased through the disruption, adaptation, and new normal periods. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1471182 |
| Database: | ERIC |
| Abstract: | We analyzed COVID-19's impact on business students in bachelor's and master's programs across traditional, hybrid, and online learning modes using data from 209,073 students in 215 U.S. colleges. Using repeated measures ANOVA and Friedman's test for this longitudinal study, we compared four periods from 2016-2023: pre-pandemic, a 5-month disruption, a 1-year adaptation, and a 1-year new normal across six degree-modality combinations. Results showed significant score improvements from pre-pandemic to each pandemic-affected period in five of six combinations. For the master's degree in traditional modality, scores improved without statistical significance. In contrast to K-12 findings, college students' performance statistically increased through the disruption, adaptation, and new normal periods. |
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| ISSN: | 1925-4741 1925-475X |
