Medium-run effects of COVID-19 induced distant learning on students’ academic performance
利用2014/15至2022/23学年本科生行政数据，分析疫情前后学生表现，发现线上教学期间成绩提高但毕业率下降，高能力学生受挫，低能力学生因宽松评分政策获益。
• During the semesters with online instruction students received better grades. • Cohorts affected by the pandemic graduate at a lower rate. • Lower graduation rates are visible mainly among high-ability students. • Low-ability students were aware of the more lenient grading policy. • Lowered course passing standards helped low-ability students graduate. Administrative data on bachelor students for 2014/15 to 2022/23 academic years are used to analyze their performance before, during, and – what is new in the literature – after the COVID-19 pandemic. The analysis reveals that both low- and high-ability students of all affected cohorts received better grades during the semesters when teaching and examinations were delivered online, with the effect on low-ability students continuing through the first after-COVID academic year. However, improved grades contrast with lower graduation rates, especially among high-ability students. Detailed analysis of graduation patterns coupled with ECTS credits take-up analysis suggests that high-ability students were often discouraged from studying during the pandemic. For low-ability students, the negative influence of COVID-19 was compensated by the lenient grading policy that allowed them to pass the compulsory exams and continue studying.