Influence of COVID-19 confinement on students' performance in higher education
Entity
UAM. Departamento de Bioquímica; UAM. Departamento de Ingeniería Informática; UAM. Departamento de Ingeniería QuímicaPublisher
Public Library of ScienceDate
2020-10-19Citation
10.1371/journal.pone.0239490
PLoS ONE 15.10 (2020): e0239490
ISSN
1932-6203DOI
10.1371/journal.pone.0239490Funded by
This research was funded by ADeAPTIVE (Advanced Design of e-Learning Applications Personalizing Teaching to Improve Virtual Education) project with the support of the Erasmus + programme of the European Union (grant number 2017-1-ES01-KA203-038266). This study was also funded by ACCIO´, Spain (Pla d’Actuacio´ de Centres Tecnològics 2019) under the project Augmented Workplace. This study was also funded by the Fondo Supera COVID-19 (Project: Development of tools for the assessment in higher education in the COVID-19 confinementEditor's Version
https://doi.org/10.1371/journal.pone.0239490Subjects
COVID-19; confinement; learning strategies; students’ assessment; higher education; e-Learning; computer adaptative testing; EducaciónRights
© 2020 Gonzalez et al.Abstract
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
Files in this item
Google Scholar:González Gallego, Teresa
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Rubia Romero, María de los Ángeles de la
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Hincz, K. P.
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Comas-Lopez, M.
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Subirats, Laia
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Fort, Santi
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Gómez Moñivas, Sacha
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