The Impact of COVID-19 on Students’ Academic Performance: The Case of the Faculty of Social Sciences, Charles University
| Název práce v češtině: | Dopad pandemie COVID-19 na akademické výsledky studentů: případ Fakulty sociálních věd Univerzity Karlovy |
|---|---|
| Název v anglickém jazyce: | The Impact of COVID-19 on Students’ Academic Performance: The Case of the Faculty of Social Sciences, Charles University |
| Klíčová slova: | COVID-19, akademické výsledky, průměr známek, vysoké školy, distanční výuka, online výuka |
| Klíčová slova anglicky: | COVID-19, academic performance, GPA, higher education, distance learning, online learning |
| Akademický rok vypsání: | 2020/2021 |
| Typ práce: | bakalářská práce |
| Jazyk práce: | angličtina |
| Ústav: | Institut ekonomických studií (23-IES) |
| Vedoucí / školitel: | Mgr. Barbara Pertold-Gebicka, M.A., Ph.D. |
| Řešitel: | skrytý - zadáno vedoucím/školitelem |
| Datum přihlášení: | 19.07.2021 |
| Datum zadání: | 19.07.2021 |
| Datum a čas obhajoby: | 07.06.2022 09:00 |
| Místo konání obhajoby: | Opletalova - Opletalova 26, O105, Opletalova - místn. č. 105 |
| Datum odevzdání elektronické podoby: | 03.05.2022 |
| Datum proběhlé obhajoby: | 07.06.2022 |
| Oponenti: | Mgr. Michal Paulus |
| Kontrola URKUND: | |
| Seznam odborné literatury |
| V. Duong, J. Luo, P. Pham, T. Yang and Y. Wang, "The Ivory Tower Lost: How College Students Respond Differently than the General Public to the COVID-19 Pandemic," 2020 IEEE/ACM International Conference on Advances in Social Networks Analysis and Mining (ASONAM), 2020, pp. 126-130, doi: 10.1109/ASONAM49781.2020.9381379.
L. V. Fedynich, “Teaching beyond the classroom walls: The pros and cons of cyber learning.” J. of instructional Pedagogies, vol. 13, 2013. C. Logel, P. Oreopoulos, U. Petronijevic, “EXPERIENCES AND COPING STRATEGIES OF COLLEGE STUDENTS DURING THE COVID-19 PANDEMIC,” NBER, doi: 10.3386/w28803. Acejo Esteban, Jacob French, Maria Paola Uglade Araya, and Basit Zafar. 2020. “The impact of COVID-19 on student experiences and expectations: Evidence from a survey.” Journal of Public Economics, 191: 1 – 15, doi: https://doi.org/10.1016/j.jpubeco.2020.104271. Realyvásquez-Vargas, Arturo, Aidé A. Maldonado-Macías, Karina C. Arredondo-Soto, Yolanda Baez-Lopez, Teresa Carrillo-Gutiérrez, and Guadalupe Hernández-Escobedo. 2020. "The Impact of Environmental Factors on Academic Performance of University Students Taking Online Classes during the COVID-19 Pandemic in Mexico" Sustainability 12, no. 21: 9194. https://doi.org/10.3390/su12219194 Gopal R., Singh V. & Aggarwal A. 2021. “Impact of online classes on the satisfaction and performance of students during the pandemic period of COVID 19.” Educ Inf Technol (2021). https://doi.org/10.1007/s10639-021-10523-1 Martirosyan, Nara M., D. Patrick Saxon, and Reubenson Wanjohi. "Student satisfaction and academic performance in Armenian higher education." American International Journal of Contemporary Research 4.2 (2014): 1-5. Dhaqane, Mahad Khalif, and Nor Abdulle Afrah. "Satisfaction of Students and Academic Performance in Benadir University." Journal of Education and Practice 7.24 (2016): 59-63. Iglesias-Pradas, Santiago, et al. "Emergency remote teaching and students’ academic performance in higher education during the COVID-19 pandemic: A case study." Computers in Human Behavior 119 (2021): 106713. Ole Jann, Daniel Münich, and Lucie Zapletalová. "Výluka prezenční výuky během pandemie covid-19: odhad neviditelných ekonomických ztrát." Národohospodářský ústav AV ČR (2021) |
| Předběžná náplň práce v anglickém jazyce |
| Research question and motivation
The COVID-19 crisis has completely changed the way of conducting classes and education since March of 2020. The main purpose of this thesis is to analyze the impact of these changes on university students in the Czech Republic. Foremost, I would like to delve into the impact of COVID-19 on university students’ academic performance measured by GPA, enrollment rate, number of students who terminated their studies or number of graduates (additional performance indicators may be included depending on the availability of data). The observed changes would then be put into context with students’ satisfaction with online classes (Gopal et al., 2021). COVID-19 crisis had numerous implications, one of them being forced school closures worldwide and consequent transition from regular to online teaching. Considering the case of higher education – was the effect of this transition on academic performance positive or negative? A study conducted by Iglesias-Pradas et al. (2021) suggests that students in online mode performed better academically than in traditional face-to-face settings – this study focuses on a specific bachelor’s degree and I believe that the results might vary across different degrees or universities. Contribution Given the fact that the COVID-19 crisis is an unprecedented event, the literature available is quite limited, especially for the case of higher education in the Czech Republic. The number of studies focused on the impact of COVID-19 on primary or secondary education is significantly higher than for the case of tertiary education – see references in the paper by Ole Jann et al. (2021). Thus, I wish to expand and contribute to the research made regarding this topic. Methodology The above-mentioned performance indicators (GPA, enrollment rate, number of terminated studies, number of graduates) should be obtained from the CUNI’s information system. These indicators would then be processed using the first-difference estimator – a performance indicator being the dependent variable and a COVID-dummy being the independent variable (additional independent variables representing the characteristics of a given student might also be included in the model if available). The data regarding students’ satisfaction with online classes will be acquired from a survey conducted by the Ministry of Education, Youth and Sports. The survey consisted of several questions focused on the students’ view of their school’s attitude towards online classes (preparedness of teachers, feedback and communication) and the students’ experience during the COVID-19 crisis (who they relied on in times of need, possible changes in their physical/mental wellbeing, what problems did they face – generally not only education-wise) – most of these questions were answered on a 5 or a 6-point scale. Since there haven’t been any similar surveys conducted in the past and I have no way of mapping this data set to the data from CUNI’s system then I will probably resort to simple descriptive statistics to process this survey. There remains one problem to be solved – putting these two distinct analyses into one coherent narrative. If I were to fail, then I would just focus on the academic performance part and leave out the satisfaction part completely. Outline 1. Introduction (brief overview of COVID-19 crisis, research question, motivation, thesis structure) 2. Literature review 3. Data description 4. Methodology 5. Analysis results 6. Conclusion |