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Influence of COVID-19 confinement on students’ performance in higher education
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This study analyzes the effects of COVID-19 confinement on the autonomous learning performance of students in higher education. Using a field experiment with 458 students from three different subjects at Universidad Autónoma de Madrid (Spain), we study the differences in assessments by dividing students into two groups. The first group (control) corresponds to academic years 2017/2018 and 2018/2019. The second group (experimental) corresponds to students from 2019/2020, which is the group of students that had their face-to-face activities interrupted because of the confinement. The results show that there is a significant positive effect of the COVID-19 confinement on students' performance. This effect is also significant in activities that did not change their format when performed after the confinement. We find that this effect is significant both in subjects that increased the number of assessment activities and subjects that did not change the student workload. Additionally, an analysis of students' learning strategies before confinement shows that students did not study on a continuous basis. Based on these results, we conclude that COVID-19 confinement changed students' learning strategies to a more continuous habit, improving their efficiency. For these reasons, better scores in students' assessment are expected due to COVID-19 confinement that can be explained by an improvement in their learning performance.
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“Our results then seem to confirm, at a larger scale, those of Gonzalez et al. (2020) in a different university in Madrid.”
From Emergency remote teaching and students’ academic performance in higher education during the COVID-19 pandemic: A case study (2021) · cites this paper as Gonzalez et al., 2020
In the citing paper
“As mentioned in Section 6, while counter-intuitive, this result confirms, across a larger number of courses, the findings of Gonzalez et al. (2020) in a very similar albeit smaller context.”
From Emergency remote teaching and students’ academic performance in higher education during the COVID-19 pandemic: A case study (2021) · cites this paper as Gonzalez et al. (2020)
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“At the university level, in a single university, for 458 students in STEM faculties, learning outcomes actually improved (Gonzalez et al., 2020).”
From Learning loss during Covid-19: An early systematic review (2022) · cites this paper as Gonzalez et al. (2020)
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“The university closures discontinued the classic style of higher education, forcing students to adjust to learning at home, as well as to adopt new learning methods (Gonzalez et al., 2020).”
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“According to the researchers, students who have strong autonomous learning skills are more likely to succeed in both classrooms and online learning [22,23].”
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“Gonzalez et al. (2020) investigated the outcomes of COVID-19 restrictions on student performance at the higher education level.”
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“Overall, online classes, seminars, conferences, and meetings are appreciated worldwide (Liguori and Winkler, 2020; Dhawan, 2020; Gamage et al., 2020; Murphy, 2020; Di Pietro et al., 2020; Mishra et al., 2020; Gonzalez et al., 2020), as these solutions decrease the planning and execution of travels and accommodation, t…”
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“Gonzalez et al. (2020) reported significant improvement in students’ grades during COVID-19, compared to the grades of the students taking the same courses in the year prior to the pandemic.”
ResultPre and Present COVID-19 Situation: A Framework of Educational Transformation in South Asia Region
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“2 / 24 COVID-19 pandemic has specifically changed the pattern of study and learning that is carried out (Engzell et al., 2021; Fahmalatif et al., 2021; Gonzalez et al., 2020; Kumar et al., 2021; Pokhrel & Chhetri, 2021; Wilczewski et al., 2021), including environmental education.”
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“…in SSA (Nguimkeu & Tadadjeu, 2021), poverty and inequality (Diop & Asongu, 2021; Sumner, Hoy, & Ortiz-Juarez, 2020; van Dorn, Cooney, & Sabin, 2020), tourism (Altuntas & Gok, 2021; Foo, Chin, Tan, & Phuah, 2020), labour market (Djoumessi, 2021), education (Gonzalez et al., 2020; Sintema, 2020).”
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“Gonzalez et al. (2020) checked the learning performance of 458 students, where some students learned the courses pre-COVID-19 and others during COVID-19.”
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“Limited evidence is available on the effect of the pandemic on higher education; however, Gonzalez et al. (2020) [22] and Regmi et al. (2020) [23] reported that COVID-19 enhanced student academic learning and performance.”
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“Most students were able to continue their Erasmus experience during the crisis and many turned to ICVM (Gonzalez et al. 2020), highlighting its convenience and accessibility in turbulence.”
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“…this perspective since students reported that the online and the mixed method (part online, part face‐to‐face) hinders productivity, concentration and motivation, contrary to studies that support that confinement altered learning strategies and that it enhanced efficiency (Gonzalez et al., 2020).”
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“Ever since the Covid-19 pandemic broke out, countries across the globe started to impose various restrictions in order to curb the infection rates (Gonzalez et al., 2020).”
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“This may have been because students were able to study and prepare materials at their own pace, confined in their home environment, with limited social contacts due to government-led lockdowns (Gonzalez et al. 2020).”
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“Students have therefore found online sessions to be time saving and helping to improve performance as a result of enhanced utility of time and therefore prefer online learning for subsequent academic years of their studies (Gonzalez et al., 2020; Di Mascio et al., 2020).”
BackgroundThe effects of covid-19 on science education: A thematic review of ınternational research
Rodríguez, C. L., Mula-Falcón, J., Segovia, J. D., & González, C. C. (2021) · Journal of Turkish Science Education · doi:10.36681/tused.2021.70 · Cited by 14
“With these findings in our review, studies such as that of González et al. (2020) reaffirmed this idea and added that, in difficult times of digitalization, platforms, resources, and virtual support are some of the keys to facing a new teaching scenario.”
Shyju, P. J., Vinodan, A., Sadekar, P. J., Sethu, M., & Lama, R. (2021) · Journal of Teaching in Travel & Tourism · doi:10.1080/15313220.2021.1998941 · Cited by 17
“Strielkowski (2020) terms the digital transformation of education as academia 2.”
BackgroundInfluentialThe COVID-19 Pandemic’s Impact on 9th Grade Students’ Mathematics Achievement
Miravet, L. M., Alegre, F., & Valentín, G. L. (2022) · European Journal of Educational Research · doi:10.12973/eu-jer.11.2.835 · Cited by 14
Demirtaş, B. K., & Türk, U. (2022) · International Review of Economics Education · doi:10.1016/j.iree.2022.100244 · Cited by 14
Walugembe, A., Ntayi, J. M., Olupot, C., & Elasu, J. (2022) · Frontiers in Psychology · doi:10.3389/fpsyg.2022.1017321 · Cited by 14
“, 2022), influence of COVID-19 confinement on students’ performance in higher education (Gonzalez et al., 2020), resilience in higher education (Bento et al.”
BackgroundOmodan, B. I., & Ige, O. A. (2021) · Qualitative Research in Education · doi:10.17583/qre.2021.7446 · Cited by 13
Ganguly, C., Nayak, S., & Gupta, A. K. (2022) · Elsevier eBooks · doi:10.1016/b978-0-323-91196-2.00016-8 · Cited by 14
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Serrano, J. O., & Reyes, M. E. S. (2022) · Current Psychology · doi:10.1007/s12144-022-03823-3 · Cited by 13
Tan, A. J. Y., Davies, J., Nicolson, R. I., & Karaminis, T. N. (2022) · Research and Practice in Technology Enhanced Learning · doi:10.58459/rptel.2023.18001 · Cited by 13
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Samara, M., Algdah, A., Nassar, Y. H., Zahra, S. A., Halim, M., & Barsom, R. M. M. (2023) · Journal of Technology and Science Education · doi:10.3926/jotse.2057 · Cited by 15
Kaviyarasi, R., & Thangavel, B. (2021) · Concurrency and Computation Practice and Experience · doi:10.1002/cpe.6244 · Cited by 13
Nasir, M. I. M., Ramli, M. W., & Som, S. H. M. (2021) · International Journal of Academic Research in Business and Social Sciences · doi:10.6007/ijarbss/v11-i2/8430 · Cited by 13
Akın, A. (2022) · Education and Information Technologies · doi:10.1007/s10639-022-10931-x · Cited by 14
“The reason for this situation is that the COVID-19 pandemic has improved students’ digi - tal skills and changed their learning strategies from discontinuous habits to continuous habits (Gonzalez et al., 2020 ).”
BackgroundExploring classroom interaction in online education
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Optimizing Education Processes During the COVID-19 Pandemic Using the Technology Acceptance Model
Tukiran, M., Sunaryo, W., Wulandari, D., & Herfina (2022) · Frontiers in Education · doi:10.3389/feduc.2022.903572 · Cited by 13
Generic competences and learning results during the COVID-19 pandemic: a comparative study
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Bruscato, A. M., & Baptista, J. (2021) · Revista Brasileira de Educação · doi:10.1590/s1413-24782021260035 · Cited by 12
Gu, Z., Li, P., Zhang, A., Xu, X., & Gu, F. (2022) · Frontiers in Psychology · doi:10.3389/fpsyg.2022.822751 · Cited by 12
García, M. J., Miranda, P. G., & Romero, J. A. (2022) · Formación universitaria · doi:10.4067/s0718-50062022000200139 · Cited by 12
Quality as a drive-up digital teaching: Analysis of virtual classes in Colombian business schools
Areiza-Padilla, J. A., & Galindo-Becerra, T. (2022) · Heliyon · doi:10.1016/j.heliyon.2022.e09774 · Cited by 14
Valera‐Calero, J. A., Navarro‐Santana, M. J., Fernández‐de‐las‐Peñas, C., Varol, U., López‐de‐Uralde‐Villanueva, I., Rodríguez‐López, E. S., & Plaza‐Manzano, G. (2023) · Anatomical Sciences Education · doi:10.1002/ase.2251 · Cited by 12
Saikia, M., & Das, P. (2024) · Society Register · doi:10.14746/sr.2024.8.1.03 · Cited by 12
Metadata
- Authors
- Gonzalez, T., de la Rubia, M. A., Hincz, K. P., Comas-Lopez, M., Subirats, L., Fort, S., & Sacha, G. M.
- Affiliations
- Universidad Autónoma de Madrid (ES)
- Universitat Oberta de Catalunya (ES)
- EURECAT Centre Tecnològic de Catalunya (ES)
- Corresponding author
- Sacha, G. M.
- Venue
- PLOS ONE
- Publisher
- Public Library of Science (PLoS)
- Published
- 2020-10-09
- Volume
- 15
- Issue
- 10
- Pages
- e0239490
- ISSN
- 1932-6203 (ISSN-L)
- PMC
- PMC7546684
- OpenAlex
- W3091995338
- Cited by
- 743
- References
- 45
- Citations by year
- 2026: 23 · 2025: 52 · 2024: 71 · 2023: 142 · 2022: 203 · 2021: 230 · 2020: 22
- FWCI
- 226.20
- Type
- journal article
- Language
- en
- Open access
- gold
- doi.org
- Licence
- Locations
- PLoS ONE (publishedVersion, cc-by)
- PubMed Central (publishedVersion, cc-by)
- PubMed (publishedVersion)
- RePEc: Research Papers in Economics (submittedVersion)
- DOAJ (DOAJ: Directory of Open Access Journals) (submittedVersion, cc-by-sa)
- Hispana (submittedVersion)
- Biblos-e Archivo (Universidad Autónoma de Madrid) (submittedVersion, public-domain)
- Funders
- Erasmus+ Program (2017-1-ES01-KA203-038266)
- Topics
- Social Sciences › Education › Education during COVID-19 pandemic
- Social Sciences › Education › Educational Outcomes and Influences
- Social Sciences › Education › E-Learning and COVID-19
- Keywords
- COVID-19 lockdown, university students, student performance, self-directed learning, learning strategies, assessment performance, student workload, Universidad Autónoma de Madrid
- MeSH terms
- Betacoronavirus, COVID-19, SARS-CoV-2, Adult, Educational Measurement, Female, Humans, Male, Models, Theoretical, Pneumonia, Viral, Spain, Students, Medical, Coronavirus Infections, Education, Distance, Young Adult, Pandemics
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