Academic Performance Between Face-To-Face and Online Teaching-Assessment Process: A Case Study of a Course

The pandemic has brought significant changes in various aspects of academic activity, requiring the readjustment of teaching and assessment processes to face new challenges. The present study aimed to investigate the change in student performance (i.e., grades) in the Educational Psychology course during the pre-pandemic, pandemic, and post-pandemic periods. The academic performance of 916 students was compared over five years, with different teaching and assessment methods (2019—face-to-face teaching and assessment, 2020—face-to-face and online teaching, and online assessment, 2021—online teaching and assessment, 2022—face-to-face and online teaching and face-to-face assessment, 2023—face-to-face teaching and assessment). Using one-way ANOVA, students’ course and seminar grades over the five years were compared to observe the change in performance according to teaching and assessment conditions determined by the specific educational context. Quantitative data was supplemented with qualitative information from a questionnaire completed during the seventh week of school (midway through the 2020 and 2021 pandemic semesters). Students provided feedback on their perceptions of teaching and assessment methods and suggestions for improving the teaching-assessment process. The results showed significant differences between the five evaluations in the final grade and the course and seminar grades. The findings provide a picture of the challenges faced by students and teachers during the two years of the pandemic in trying to adapt to the context and maintain the quality of the educational process.