Learning Losses of Undergraduate Students in South Asia during COVID‐19 and its Determinants
The COVID‐19 pandemic has brought about significant changes to the the learning process, prompted by the shift away from traditional physical classrooms to virtual ones. With unequal access to remote learning technologies, there are concerns regarding undergraduate students' academic progress....
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| Published in: | Economic papers (Economic Society of Australia) Vol. 42; no. 4; pp. 366 - 394 |
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| Main Authors: | , , , , , |
| Format: | Journal Article |
| Language: | English |
| Published: |
St. Ives
Copyright Agency Limited (Distributor)
01-12-2023
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| Subjects: | |
| Online Access: | Get full text |
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| Summary: | The COVID‐19 pandemic has brought about significant changes to the the learning process, prompted by the shift away from traditional physical classrooms to virtual ones. With unequal access to remote learning technologies, there are concerns regarding undergraduate students' academic progress. A primary survey was conducted to create a composite learning score to quantify learning losses. A significantly higher learning loss is visible among students belonging to families facing income losses during the pandemic, and public university students. We find that compared to India, students of Bangladesh and Pakistan are affected more severely in terms of learning losses. The article also measures the extent of psychological distress and academic demotivation related to online learning. We find that the same groups of students face higher psychological distress and academic demotivation. |
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| Bibliography: | This article is a part of the GRP South Asia research project initiative of SAESM. The article is written under the supervision of Dr. Apoorva Gupta and Ms. Maryiam Haroon. We thank Dr. Shanuka Seranath for coordinating this research project. We also thank Dr. Naveen Joseph Thomas and Ms. Vandana Tulsyian for their comments on this article. Earlier versions of the article were presented at the SAESM GRP workshop and the second SANEM International Development Conference (SIDC). We extend our appreciation to the SAESM Committee, the esteemed reviewers of the project and the participants of SIDC for giving their valuable feedback. Finally, we are grateful for the efforts of the respondents of our survey whose participation is highly valuable to this research and thank all the faculty members who helped us circulate the questionnaire of this project among their students for a broader and diverse reach. |
| ISSN: | 0812-0439 1759-3441 |
| DOI: | 10.1111/1759-3441.12402 |