Disruptiveness of COVID-19: Differences in Course Engagement, Self-Appraisal, and Learning
| Autor: | Teresa M. Ober, Ying Cheng, Matthew F. Carter, Cheng Liu |
|---|---|
| Jazyk: | angličtina |
| Rok vydání: | 2023 |
| Předmět: | |
| Zdroj: | AERA Open, Vol 9 (2023) |
| Druh dokumentu: | article |
| ISSN: | 2332-8584 23328584 |
| DOI: | 10.1177/23328584231177967 |
| Popis: | 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 age =16.7 years, SD age =.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. |
| Databáze: | Directory of Open Access Journals |
| Externí odkaz: |
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