Student performance in three contexts: pre-COVID-19 lockdown, during, and post-COVID-19
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Abstract
The COVID-19 pandemic forced the migration of higher education institutions to distance learning modality, with videoconferencing as the primary technology. This sudden transition was associated with increased student dropout and poor performance, effects often attributed to the educational modality. This work aims to analyze and compare the students’ performance in a Software Engineering course, in three educational contexts, —before, during, and after the COVID-19 lockdown—, to identify the impact of the educational modality from that of the pandemic context. Data from twelve semesters for each context were analyzed. Contrary to the instructor’s perception, the results reveal that during the lockdown, students achieved higher performance on the final course project. These results enrich the educational discourse by highlighting the need to distinguish between the effects of the learning modality and the broader impacts of the lockdown.
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