Open AccessStudent Engagement Declines in STEM Undergraduates during COVID-19–Driven Remote Learning
Author(s) -
Emma R. Wester,
Lisa L. Walsh,
Sandra Arango-Caro,
Kristine CallisDuehl
Publication year - 2021
Publication title -
journal of microbiology and biology education
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.301
H-Index - 7
eISSN - 1935-7885
pISSN - 1935-7877
DOI - 10.1128/jmbe.v22i1.2385
Subject(s) - student engagement , covid-19 , likert scale , class (philosophy) , psychology , pandemic , medical education , cognitive style , mathematics education , cognition , medicine , computer science , developmental psychology , virology , outbreak , disease , pathology , artificial intelligence , neuroscience , infectious disease (medical specialty)
We examined how the shift in learning environment from in-person to online classes, due to the COVID-19 pandemic, impacted three constructs of student engagement: behavioral engagement, including students’ frequency of participating in class discussions, meeting with instructors, and studying with peers outside of class; cognitive engagement, including students’ sense of belonging and self-efficacy; and emotional engagement, including students’ attitudes toward science, their perceived value of the course, and their stress. Seventy-three undergraduate STEM students from across the country completed five-point Likert-style surveys in these areas of student engagement, both prior to their science course transitioning online and at the end of the spring 2020 semester.