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Attitude and Performance for Online Learning during COVID-19 Pandemic: A Meta-Analytic Evidence

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  • Xuerong Liu

    (School of Psychology, Third Military Medical University, Chongqing 400038, China
    Experimental Research Center for Medical and Psychological Science (ERC-MPS), Third Military Medical University, Chongqing 400038, China
    These authors contributed equally to this work.)

  • Zheng Gong

    (School of Psychology, Third Military Medical University, Chongqing 400038, China)

  • Kuan Miao

    (School of Psychology, Third Military Medical University, Chongqing 400038, China
    Experimental Research Center for Medical and Psychological Science (ERC-MPS), Third Military Medical University, Chongqing 400038, China
    These authors contributed equally to this work.)

  • Peiyi Yang

    (School of Psychology, Third Military Medical University, Chongqing 400038, China)

  • Hongli Liu

    (School of Psychology, Third Military Medical University, Chongqing 400038, China)

  • Zhengzhi Feng

    (School of Psychology, Third Military Medical University, Chongqing 400038, China
    Experimental Research Center for Medical and Psychological Science (ERC-MPS), Third Military Medical University, Chongqing 400038, China)

  • Zhiyi Chen

    (School of Psychology, Third Military Medical University, Chongqing 400038, China
    Experimental Research Center for Medical and Psychological Science (ERC-MPS), Third Military Medical University, Chongqing 400038, China)

Abstract

The COVID-19 pandemic prominently hit almost all the aspects of our life, especially in routine education. For public health security, online learning has to be enforced to replace classroom learning. Thus, it is a priority to clarify how these changes impacted students. We built a random-effect model of a meta-analysis to pool individual effect sizes for published articles concerning the attitudes and performance towards online learning. Databases included Google Scholar, PubMed and (Chinese) CNKI repository. Further, a moderated analysis and meta-regression were further used to clarify potential heterogenous factors impacting this pooled effect. Forty published papers (n = 98,558) were screened that were eligible for formal analysis. Meta-analytic results demonstrated that 13.3% (95% CI: 10.0–17.5) of students possessed negative attitudes towards online learning during the COVID-19 pandemic. A total of 12.7% (95% CI: 9.6–16.8) students were found to report poor performance in online learning. Moderated analysis revealed poor performance in online learning in the early pandemic ( p = 0.006). Results for the meta-regression analysis showed that negative attitudes could predict poor learning performance significantly ( p = 0.026). In conclusion, online learning that is caused by COVID-19 pandemic may have brought about negative learning attitudes and poorer learning performance compared to classroom learning, especially in the early pandemic.

Suggested Citation

  • Xuerong Liu & Zheng Gong & Kuan Miao & Peiyi Yang & Hongli Liu & Zhengzhi Feng & Zhiyi Chen, 2022. "Attitude and Performance for Online Learning during COVID-19 Pandemic: A Meta-Analytic Evidence," IJERPH, MDPI, vol. 19(19), pages 1-14, October.
    • Handle: RePEc:gam:jijerp:v:19:y:2022:i:19:p:12967-:d:937937
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    References listed on IDEAS

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    1. Xin Wang & Xingmeng Ma & Ziyi Wang & Yanlong Guo, 2024. "A Study on the Factors Influencing the Sustainable Development of Education in the Context of COVID-19: Tencent Conference Online Platform," Sustainability, MDPI, vol. 16(10), pages 1-21, May.

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