[论文解读] Influence of COVID-19 confinement in students performance in higher education

Tania Martín González, M.A. de la Rubia+5 more|arXiv (Cornell University)|Apr 20, 2020

Online Learning and Analytics被引用 119

一句话总结

该研究分析了马德里3个科目中458名学生，发现COVID-19封锁对学生表现有显著正向影响，可能通过将学习转向更连续的学习模式实现。

ABSTRACT

This study explores the effects of COVID-19 confinement in the students performance in higher education. Using a field experiment of 458 students from three different subjects in Universidad Autonoma 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 interrupted their face-to-face activities 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 significative in activities that did not change their format when performed after the confinement. We find that this effect is significative both in subjects that increased the number of assessment activities and subjects that did not change the workload of students. Additionally, an analysis of students learning strategies before confinement shows that students did not study in 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.

研究动机与目标

• 评估COVID-19封锁对高等教育学生表现的影响。
• 比较封锁前队列与封锁队列的表现差异。
• 探讨工作量变化是否影响封锁效应。
• 考察封锁前的学习策略以解释表现变化。

提出的方法

• 在马德里自治大学对458名学生进行三门科目的田野实验。
• 将学生分为对照组（2017/2018和2018/2019学年）和实验组（2019/2020学年）。
• 测量组间评估结果的差异。
• 分析评估活动或工作量的变化是否调制封锁效应。
• 评估封锁前的学习策略以理解学习模式。

实验结果

研究问题

• RQ1 COVID-19封锁是否比先前队列提高了学生的评估成绩？
• RQ2 封锁效应是否在评估活动增加的科目以及工作量保持不变的科目中都存在？
• RQ3 封锁期间学习策略的变化是否能解释观察到的表现改变？
• RQ4 是否出现更连续学习习惯的转变与封锁相关？

主要发现

• 封锁对学生表现有显著正向影响。
• 即使在评估格式在封锁后未改变的科目中，正向效应仍然存在。
• 该效应在工作量增加和未改变的科目中均有观察到。
• 封锁前的数据表明学生并未持续学习，这意味着封锁可能引发更持续的学习模式，从而提高了学习效率。