Disentangling Pandemic and Teaching Strategy Effects:Flipping Research Methods in Treacherous Times

11 February 2023, Version 1
This content is an early or alternative research output and has not been peer-reviewed at the time of posting.


The COVID-19 pandemic has negatively affected students' learning outcomes at all levels. It remains unclear whether such negative effects are due to socio-psychological factors -isolation, hopelessness, depression, etc.- which continue to linger after the general 2020 shut-down or to the sudden transition to forced remote learning. These two factors are often conflated in the public discourse, and their relative impact is still to be explored. This paper attempts to assess their relative effects by taking advantage of a natural experiment of sort that took place in the authors research methods course between spring 2018, when the course began being taught in hybrid format, and spring 2022. Neither the course content nor its delivery format changed during this time period. Any observable average treatment effects emerging at the end of the current spring semester provide the opportunity to isolate the negative socio-psychological impact of the pandemic from classroom-related changes in pedagogy.


The post-covid classroom: Innovations to Keep


Comments are not moderated before they are posted, but they can be removed by the site moderators if they are found to be in contravention of our Commenting Policy [opens in a new tab] - please read this policy before you post. Comments should be used for scholarly discussion of the content in question. You can find more information about how to use the commenting feature here [opens in a new tab] .
This site is protected by reCAPTCHA and the Google Privacy Policy [opens in a new tab] and Terms of Service [opens in a new tab] apply.