Student Engagement and Performance: Evidence from the First Wave of COVID-19 in Italy

Autor/inn/en	Azzali, Stefano; Mazza, Tatiana; Tibiletti, Veronica
Titel	Student Engagement and Performance: Evidence from the First Wave of COVID-19 in Italy
Quelle	In: Accounting Education, 32 (2023) 4, S.479-500 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Tibiletti, Veronica)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0963-9284
DOI	10.1080/09639284.2022.2081813
Schlagwörter	Learner Engagement; Academic Achievement; COVID-19; Pandemics; Foreign Countries; Distance Education; Electronic Learning; Business Administration Education; Graduate Students; Tests; Instructional Effectiveness; In Person Learning; Regression (Statistics); Italy + Suchen Sie Ihr Suchwort? Schulleistung; Ausland; Distance study; Distance learning; Fernunterricht; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Examination; Prüfung; Examen; Unterrichtserfolg; Regression; Regressionsanalyse; Italien
Abstract	This study investigates the effects of student engagement and rapidity of completing exams on student performance before and during the first wave of COVID-19 in March 2020, examining the effect of the shift from face-to-face to online teaching and exams in a Master's in Business Administration degree at a university in Italy. Prior literature mainly finds that student marks benefit from student engagement, but it has been unclear how COVID-19 affected this link. We find that COVID-19 reduced this benefit in the short term. Prior literature also finds that student performance benefits from passing the exam at the earliest opportunity but the effect of COVID-19-related changes on this remains unclear. We find that the link between higher exam marks and rapidity of completing exams was strengthened by COVID-19. The research contributes to the debate on costs and benefits of COVID-19 on accounting education quality. It confirms that there are disadvantages, in terms of the lower efficacy of student engagement, and advantages, in terms of higher marks from more rapid academic progress. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01