Academic performance in the wake of COVID-19: A comparative study of first-year college business students

Abstract

The COVID-19 pandemic profoundly disrupted education, challenging academic normalcy due to staff shortages, absenteeism, mental health issues, and a rapid transition to online learning. These disruptions led to declines in student readiness across subjects, although some adapted effectively to new learning environments. Therefore, this study evaluates the academic factors influencing first-year business students' performance in post-pandemic settings. Using data from a U.S. institution, we assess metrics of 288 first-year business students from different cohorts across three periods: Pre-Pandemic (Fall 2018/Spring 2019, n = 141), Initial Post-Pandemic Impact (Fall 2021/Spring 2022, n = 70), and Continued Pandemic Adaptation (Fall 2022/Spring 2023, n = 77). By comparing these distinct cohorts using inferential statistics, we examine how students' academic characteristics evolved amidst pandemic challenges. The findings showcase that high school GPA consistently correlates with academic success across all periods. However, during the Continued Pandemic Adaptation timeframe, the influence of prior college performance and course engagement metrics, such as enrolled and graded hours, became more pronounced. This shift denotes the increased importance of academic preparedness and active participation in coursework. The research emphasizes the need for adaptive educational strategies, focusing on enhanced advising, flexible course load options, and expanded mental health and academic support to meet diverse student needs effectively.