Evaluating Academic Performance in Higher Education during COVID-19: A Study of Virtual Learning Environments
Keywords:
Social Distancing, Monitoring and Assessment, Academic Activities, Virtual Classroom, Academic PerformanceAbstract
This study evaluates the academic performance of university students during the COVID-19 pandemic, with a particular focus on the virtual classroom environment. The primary objective is to examine how online academic engagement influenced students' academic outcomes amidst the pandemic. Adopting a quantitative research design, data were collected through a cross-sectional survey of 1,106 students from a public sector university, selected using proportionate random sampling. A structured questionnaire incorporating a (dis)agreement scale was employed to gather responses. Structural Equation Modelling (SEM) was used to analyze both direct and indirect effects among variables. Key predictors of poor academic performance included fear of infection, social distancing, and social isolation. Path variables such as challenges associated with virtual classrooms and issues in monitoring and assessment were also significant, the lack of curricular and co-curricular activities served as an intervening variable. Findings indicate that pandemic-related restrictions led to the shift from physical to virtual classrooms, which adversely affected students’ academic performance. Furthermore, fear and isolation amplified challenges in virtual learning environments, contributing significantly to performance decline. The study recommends that educational institutions develop robust contingency strategies to maintain academic quality during future crises.
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