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Medium-run effects of COVID-19 induced distant learning on students’ academic performance

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  • Pertold-Gebicka, Barbara

Abstract

Administrative data on bachelor students for 2014/15 to 2022/23 academic years are used to analyze their performance before, during, and – what is new in the literature – after the COVID-19 pandemic. The analysis reveals that both low- and high-ability students of all affected cohorts received better grades during the semesters when teaching and examinations were delivered online, with the effect on low-ability students continuing through the first after-COVID academic year. However, improved grades contrast with lower graduation rates, especially among high-ability students. Detailed analysis of graduation patterns coupled with ECTS credits take-up analysis suggests that high-ability students were often discouraged from studying during the pandemic. For low-ability students, the negative influence of COVID-19 was compensated by the lenient grading policy that allowed them to pass the compulsory exams and continue studying.

Suggested Citation

  • Pertold-Gebicka, Barbara, 2024. "Medium-run effects of COVID-19 induced distant learning on students’ academic performance," Labour Economics, Elsevier, vol. 89(C).
    • Handle: RePEc:eee:labeco:v:89:y:2024:i:c:s0927537124000964
    DOI: 10.1016/j.labeco.2024.102601
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    More about this item

    Keywords

    Covid-19 pandemic; University students; Grade inflation; Graduation rates;
    All these keywords.

    JEL classification:

    • I21 - Health, Education, and Welfare - - Education - - - Analysis of Education
    • I23 - Health, Education, and Welfare - - Education - - - Higher Education; Research Institutions

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