Influence of COVID-19 confinement on students’ performance in higher education

This study analyzes the effects of COVID-19 confinement on the autonomous learning performance of students in higher education. Using a field experiment with 458 students from three different subjects at Universidad Autónoma de Madrid (Spain), we study the differences in assessments by dividing stud...

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Vydáno v:PloS one Ročník 15; číslo 10; s. e0239490
Hlavní autoři: Gonzalez, T., de la Rubia, M. A., Hincz, K. P., Comas-Lopez, M., Subirats, Laia, Fort, Santi, Sacha, G. M.
Médium: Journal Article
Jazyk:angličtina
Vydáno: United States Public Library of Science 09.10.2020
Public Library of Science (PLoS)
Témata:
Academic achievement
Adult
Betacoronavirus - isolation & purification
Biology and Life Sciences
College students
Confinement
Control
Coronavirus Infections - pathology
Coronavirus Infections - virology
Coronaviruses
COVID-19
Distance learning
Education
Education, Distance
Educational aspects
Educational Measurement - statistics & numerical data
Epidemics
Evaluation
Female
Humans
Influence
Learning
Male
Medicine and Health Sciences
Models, Theoretical
Online instruction
Pandemics
People and Places
Physical Sciences
Pneumonia, Viral - pathology
Pneumonia, Viral - virology
SARS-CoV-2
Social Sciences
Spain
Stay-at-home orders (Public safety)
Students
Students, Medical - statistics & numerical data
Teaching
Young Adult
Spain
ISSN:1932-6203, 1932-6203
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Shrnutí:This study analyzes the effects of COVID-19 confinement on the autonomous learning performance of students in higher education. Using a field experiment with 458 students from three different subjects at Universidad Autónoma de Madrid (Spain), we study the differences in assessments by dividing students into two groups. The first group (control) corresponds to academic years 2017/2018 and 2018/2019. The second group (experimental) corresponds to students from 2019/2020, which is the group of students that had their face-to-face activities interrupted because of the confinement. The results show that there is a significant positive effect of the COVID-19 confinement on students' performance. This effect is also significant in activities that did not change their format when performed after the confinement. We find that this effect is significant both in subjects that increased the number of assessment activities and subjects that did not change the student workload. Additionally, an analysis of students' learning strategies before confinement shows that students did not study on a continuous basis. Based on these results, we conclude that COVID-19 confinement changed students' learning strategies to a more continuous habit, improving their efficiency. For these reasons, better scores in students' assessment are expected due to COVID-19 confinement that can be explained by an improvement in their learning performance.
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Competing Interests: The authors have declared that no competing interests exist.
ISSN:1932-6203
1932-6203
DOI:10.1371/journal.pone.0239490