Disruptiveness of COVID-19: Differences in Course Engagement, Self-Appraisal, and Learning

Abstract

We investigated how the transition to remote instruction during the COVID-19 pandemic affected students’ engagement, self-appraisals, and learning in advanced placement (AP) Statistics courses. Participants included 681 (M age =16.7 years, SD age =.90; %female=55.4) students enrolled in the course during 2017–2018 (N=266), 2018–2019 (N=200), and the pandemic-affected 2019–2020 (N=215) school years. Students enrolled during the pandemic-affected year reported a greater improvement in affective engagement but a decrease in cognitive engagement in the spring semester relative to a previous year. Females enrolled in the pandemic-affected year experienced a greater negative change in affective and behavioral engagement. Students enrolled during the pandemic-affected year reported a greater decrease in their anticipated AP exam scores and received lower scores on a practice exam aligned with the AP exam compared to a prior year. Although students were resilient in some respects, their self-appraisal and learning appear to have been negatively affected by pandemic circumstances.