Impact of pandemic-driven online education on student evaluation scores
A comparative study in natural sciences
Bibliographic Data
| ID | 21589596 |
|---|---|
| Authors | Byungjin Park (0000-0002-8510-6028, Sungkyunkwan University), Joonmo Cho (0000-0002-5972-1043, Sungkyunkwan University, corresponding author) |
| Year | 2026 |
| Volume | 48 |
| Issue | 6 |
| Pages | 767-785 |
| Publication date | 2026-04-13 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | International Journal of Science Education, Part B (JOURNAL) |
| Journal identifiers | ISSN: 2154-8455 • E-ISSN: 2154-8463 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/09500693.2024.2423299 |
| OpenAlex | W4404100838 |
| Language | EN |
| References cited | 68 |
The COVID-19 pandemic necessitated the adoption of online systems by educational institutions for infection control. The widespread implementation of online systems presented an opportunity to assess the impact of online education. However, research into the perceptions of students who directly experienced these changes remained relatively underexplored. This study conducted a comparative analysis of student evaluation of teaching scores (SET) before and after the pandemic to examine the impact of accelerated online system adoption on student satisfaction. This study employed a quantitative research design, utilising Ordinary Least Squares regression for the analysis. The analysis utilised SET data from 49,201 students enrolled in the College of Natural Sciences of a top-ranking university in South Korea from 2018 to 2020. The results showed that theory courses that emphasised information delivery demonstrated minimal changes in evaluation scores. By contrast, laboratory courses requiring direct student engagement and controlled environments demonstrated decreased scores. Notably, mathematics, with a conducive online learning environment for laboratory courses, exhibited improved post-pandemic evaluations. Furthermore, the student evaluation of teaching scores decreased in chemistry classes that require restricted laboratory settings. These findings highlight the importance of considering instructional characteristics when integrating modern technologies into educational systems to effectively replace traditional lectures
Epistemology · Geography · Mathematics education · Natural science · Pandemic · Pedagogy · Science education · Sociology · Education and Critical Thinking Development · Innovative Teaching Methods · Medicine · Online and Blended Learning · Psychology
On the Validity of Student Evaluation of Teaching
Covid-19
Physical and Virtual Laboratories in Science and Engineering Education
Effectiveness of virtual reality-based instruction on students' learning outcomes in K-12 and higher education
Interaction, Internet self-efficacy, and self-regulated learning as predictors of student satisfaction in online education courses
The Role of the Laboratory in Undergraduate Engineering Education
Covid-19 and schooling
The laboratory in science education
Gamification and student motivation
The Impact of Covid-19 on Anxiety in Chinese University Students
Online education in the post-Covid era
Active learning increases student performance in science, engineering, and mathematics
How do different laboratory environments influence students’ attitudes toward science courses and laboratories
Covid-19 pandemic and online learning
Covid-19 and digital disruption in UK universities
Learning with technology during emergencies
Students’ evaluation of academic courses
A tale of two Moocs
How does grade inflation affect student evaluation of teaching
How Fair are Student Ratings in Assessing the Teaching Performance of University Teachers
Does the Use of Student Feedback Questionnaires Improve the Overall Quality of Teaching
Can professors buy better evaluation with lenient grading? The effect of grade inflation on student evaluation of teaching
Sexism, racism, prejudice, and bias
The student evaluation of teaching and likability
Gender disparities among students at Jordanian universities during Covid-19
The Influence of Active Learning on the College Student Departure Process
| Citation velocity | historical |
|---|---|
| Highly cited | No |