The Impact of Demographic Characteristics on Academic Performance: Face-to-Face Learning Versus Distance Learning Implemented to Prevent the Spread of COVID-19

The International Review of Research in Open and Distributed Learning

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Field Value
 
Title The Impact of Demographic Characteristics on Academic Performance: Face-to-Face Learning Versus Distance Learning Implemented to Prevent the Spread of COVID-19
 
Creator Ghaleb A. El Refae, Ghaleb
Kaba, Abdoulaye
Eletter , Shorouq
 
Subject demographic characteristics
academic performance
face-to-face learning
distance learning
Coronavirus
COVID-19
 
Description The spread of COVID-19 presents an opportunity for many educational institutions to implement distance learning and ensure the provision of educational resources and services, secure income and revenues, and contribute to the control and prevention of the coronavirus. This study was conducted to investigate the impact of demographic characteristics on academic performance. Students’ grades and grade point averages (GPA) were collected from the Admission and Registration Unit, Al Ain University in Al Ain, United Arab Emirates. The data were used to measure academic performance in face-to-face (F2F) learning and distance learning (DL) implemented by the university to prevent the spread of COVID-19. Statistical analysis including the Mann-Whitney test, Spearman’s rho test, and a regression test were used to answer research questions and verify hypotheses. Students demonstrated better academic performance in DL than F2F learning. It was found that the number of weak students in F2F learning dropped sharply by more than 11% in DL. Demographic characteristics demonstrated a significant impact on students’ academic performance and predicted at least 7.4% variation in F2F learning and DL. Findings of the study support the model developed by Tinto (1975) which proposed the impact of student’s attributes, experiences, and family backgrounds on academic performance. The findings suggest non-DL institutions should continue offering DL side-by-side with F2F learning programs.
 
Publisher Athabasca University Press
 
Date 2021-03-11
 
Type info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
Peer-reviewed, double-blind
 
Format text/html
application/epub+zip
application/pdf
 
Identifier http://www.irrodl.org/index.php/irrodl/article/view/5031
10.19173/irrodl.v22i1.5031
 
Source The International Review of Research in Open and Distributed Learning; Vol. 22 No. 1 (2021); 91-110
1492-3831
 
Language eng
 
Relation http://www.irrodl.org/index.php/irrodl/article/view/5031/5451
http://www.irrodl.org/index.php/irrodl/article/view/5031/5473
http://www.irrodl.org/index.php/irrodl/article/view/5031/5474
 
Rights http://creativecommons.org/licenses/by/4.0
 

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