Interplay between technology and society: Effects of remote emergency teaching on undergraduate students' performance

Abstract

The primary objective of this research paper is to investigate the potential impact of emergency remote teaching on the academic performance of undergraduate students, while also assessing the consistency of academic outcomes across various courses during the emergency transition to distance learning. The research methodology involves the collection of students' accomplishments and course passing rates spanning four consecutive academic years, from 2018/2019 to 2021/2022. The study identifies three distinct teaching environments: traditional, distance learning, and hybrid. The academic year 2018/2019 is designated as a pre-pandemic reference point. The subsequent years mark a transition from distance learning to a hybrid teaching model and a return to the traditional in-class environment. The analytical framework includes descriptive and correlation analyses, supplemented by an analysis of variance to derive meaningful insights. It is essential to highlight that the results obtained are further validated by the passing rates for the academic year 2022/2023, reinforcing the contemporary relevance and credibility of the research findings.

Keywords

• academic performance
• emergency remote teaching
• undergraduate achievements
• distance learning impact
• hybrid teaching models