Figures index : Changes in Academic Performance and Learning Approach During the COVID-19 Pandemic: A Three-Year Comparative Study in Diverse Learning Environments : Science and Education Publishing

Figures index

American Journal of Educational Research. 2025, 13(2), 92-101 doi:10.12691/education-13-2-8

Figure 1. Changes in students’ deep total score (A) motive score (B), deep strategy score (C), surface total score (D), surface motive score (E), and surface strategy score (F) throughout the semester for each learning environment (online, black bars; hybrid, grey bars; in-person, white bars). Data are presented as mean values ± SEM and were analyzed by two-way ANOVA (main effects: learning environment and time) followed by Tukey's Studentized test. Bars not sharing a lowercase letter differ (P<0.05)

Figure 2. Students stress experience in the three learning environments. (A) perceived stress levels (i.e., PSS scores) at the start (Survey 1) and end (Survey 2) of the academic semester, (B) academic stress frequency (times experienced/week) assessed at the end of the semester (i.e., Survey 2), and (C) daily academic stress intensity [provided on a 5-point Likert scale (0 = not stressful to 5 = extremely stressful)] in each learning environment at the end of the semester. Data are presented as mean values ± SEM. Perceived stress levels (i.e., PSS scores) were analyzed by two-way ANOVA (main effects: learning environment and time) followed by Tukey’s Studentized test. Academic stress frequency and academic stress intensity were analyzed by one-way ANOVA followed by Tukey's Studentized test. Bars not sharing a lowercase letter differ (P<0.05)

Figure 3. Students’ perceptions of online learning associated overall stress (A), workload stress (B), schedule organizing stress (C) and time management stress (D) in each learning environment. Data were provided on 5-point Likert scale (0 = not stressful to 5 = extremely stressful) (C). Data are presented as mean values ± SEM and were analyzed by one-way ANOVA followed by Kruskal-Wallis test. Bars not sharing a lowercase letter differ (P<0.05)

Figure 4. Students’ final grade percentage for each learning environment. Data presented as mean ± SEM, analyzed by one-way ANOVA followed by Tukey's Studentized test. Bars that have a lowercase letter differ (P<0.05)