The study shows the long-term impact of the Covid-19 pandemic on student performance

The study shows the long-term impact of the Covid-19 pandemic on student performance

The impact of the Covid-19 pandemic on student performance is well known, but four years after the pandemic, scores in college classrooms are not returning to their pre-pandemic levels. A study from the University of Mississippi may point to an answer.

In a study published in a special issue of theEducational SciencesJournal, three Ole Miss researchers found that student achievement scores began a downward trend after Covid-19. Dozens of studies have documented the pandemic's negative impact on education, but the Ole Miss team discovered evidence of a deeper problem.

We were a little confused at first because if learning was influenced by a big event, why didn't scores drop and start going back up or start climbing again? Why have levels continued to decline every year since COVID-19? “

Gregg Davidson, Professor of Geology and Geological Engineering

The researchers – Gregg Davidson; Kristin Davidson, lecturer in computer and information science; and Hong Xiao, assistant professor of computer and information science — make the case that it's not just a missed exposure to educational materials during school crashes, but also a loss of life skills typically developed in high school that prepare students in both college and future careers.

“As educators, it is important to recognize that this is happening in order to be proactive in identifying causes and remediation,” Davidson said.

These skills include time management, self-motivation, critical thinking and social interaction. Without these skills, students may struggle to stay engaged, manage coursework and seek help when needed, directly impacting their academic performance, the researchers said.

“I started studying this before the pandemic when I was doing my dissertation for my doctorate in higher education,” Kristin Davidson said. “I knew from day one that I wanted to look at the difference between online and face-to-face teaching because I believed there was something there.

“After the pandemic, the study expanded to determine whether the effects of school distances have changed – and have they ever done so.”

Before the pandemic, a student's performance scores in online classes were often lower than for equivalent classes taken face-to-face. Highly motivated students who earned as they did face-to-face usually also earned as they did in online classes.

But students who received BS or below for in-person classes are expected to earn a full letter grade in online courses. For these students, the structure of a regular meeting schedule with a thoroughly controlled pace, minimal distractions, and fellow students nearby typically translated into better performance, the researchers said.

"Post-Covid, this structural benefit disappeared. Student performance in face-to-face classes did not reflect online scores," said Gregg Davidson.

The steady decline in scores in college courses provides additional evidence that students still in high school were affected during the shutdowns than those already in college, he said.

“The scores reflect a growing percentage of students each year who were in high school during the pandemic.”

Hong Xiao analyzed more than 15,000 records from non-major geology courses over eight years. At the end of 2023, student performance scores - the final year during the study - showed no signs of improvement.

The findings draw attention to the need to be intentional about life skills development before arriving at college and beyond. These skills are critical for academic, professional and personal success, the researchers said.

“It can start with family,” Xiao said. “Family is their first big connection.”

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