Differences in Course Engagement and Learning in AP Statistics: Examining the Disruptiveness of COVID-19

• In Event: Learning and Motivation in the Context of the COVID-19 Pandemic

Abstract

We examined how the transition to remote instruction amidst the COVID-19 pandemic affected students’ engagement and learning in advanced placement (AP) Statistics courses. Participants included 681 (Mage=16.7 years, SDage=.90; %female=55.4) high school students enrolled in the course during 2017-2018 (N=266), 2018-2019 (N=200), and the pandemic-affected 2019-2020 (N=215) year. Findings revealed an increase in affective engagement though a decrease in cognitive engagement during the pandemic-affected year relative to a previous year. Students enrolled during the pandemic-affected year received lower scores on a practice exam aligned with the AP exam. Changes in engagement did not differ based on background characteristics, nor scores on the AP exam or practice exam. While students were resilient in some respects, learning appeared to be negatively affected.

Authors

• Teresa M. Ober, University of Notre Dame

• Ying Cheng, University of Notre Dame

• Matthew Carter, University of Notre Dame

• Cheng Liu, University of Notre Dame