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The rapid switch to online learning in response to the Covid-19 pandemic affected occupational therapy students’ education delivery. It is, therefore, important to investigate these impacts. This study investigated the potential predictors of academic performance in undergraduate occupational therapy students after moving to online or blended learning post-Covid-19. A total of 208 students from three Australian universities completed a demographic questionnaire and the  Distance Education Learning Environment Scale  (DELES). Hierarchical linear regression analyses were completed to identify significant students’ academic performance predictors. Hierarchical regression explained a cumulative total variance of 24.6% of students’ academic performance. The following independent variables were significant predictors:  DELES student autonomy  ( p  = 0.033),  number of hours per semester week dedicated to indirect online study  ( p  = 0.003),  number of hours per semester week dedicated to indirect offline study time  ( p  = 0.034),  gender  ( p  = 0.005) and  English as a first language  ( p  = 0.045). The findings add to the knowledge base on the range of factors that have impacted occupational therapy students’ academic performance during the Covid-19 pandemic. The outcomes will assist faculty in developing supportive and pedagogically sound learning modes across online, hybrid and traditional forms of instruction within occupational therapy curricula.

Predictors of undergraduate occupational therapy students’ academic performance during the Covid-19 pandemic: A hierarchical regression analysis