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Impact of COVID-19 - Related Transition to Online Instruction on Student Achievement

Author

Listed:
  • Holderieath, Jason J.
  • Crosby, Michael K.
  • McConnell, T. Eric
  • Jackson, D. Paul

Abstract

Distance education and online delivery of course materials are not new in the United States. However, the sudden mass movement of entire universities online is new. The COVID-19 pandemic forced many universities to move their instruction online, over a weekend in some cases. This article explores the effects on student achievement by estimating a Poisson model of course grade outcomes to find that Spring 2020 term was not statistically significant in its effects on students completing the course, passing the course, and earning an "A" in the course. Graphically analyzed, the data show a possibility of different types of effects for different students, courses, and professors. Further research with more data is needed to understand the effect entirely.

Suggested Citation

  • Holderieath, Jason J. & Crosby, Michael K. & McConnell, T. Eric & Jackson, D. Paul, 2021. "Impact of COVID-19 - Related Transition to Online Instruction on Student Achievement," Applied Economics Teaching Resources (AETR), Agricultural and Applied Economics Association, vol. 3(01), March.
    • Handle: RePEc:ags:aaeatr:310265
    DOI: 10.22004/ag.econ.310265
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    References listed on IDEAS

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    1. MacKinnon, James G. & White, Halbert, 1985. "Some heteroskedasticity-consistent covariance matrix estimators with improved finite sample properties," Journal of Econometrics, Elsevier, vol. 29(3), pages 305-325, September.
    2. White, Halbert, 1980. "A Heteroskedasticity-Consistent Covariance Matrix Estimator and a Direct Test for Heteroskedasticity," Econometrica, Econometric Society, vol. 48(4), pages 817-838, May.
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    Cited by:

    1. Melo, Grace & Sanhueza, Dérgica & Morales, Sarahi & Pena-Levano, Luis, 2021. "What does the Pandemic Mean for Experiential Learning? Lessons from Latin America," Applied Economics Teaching Resources (AETR), Agricultural and Applied Economics Association, vol. 3(3), September.

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