“I wish I could work on school stuff.” Investigating the impact of remote learning on undergraduate students’ academic success and mental health during the COVID-19 lockdown

Abstract

Objective

To investigate how remote learning has affected undergraduate students' learning abilities, academic success, and mental health during the COVID-19 pandemic.

Methods

This cross-sectional study took place between April and June 2020 in the United States. Participants completed a survey consisting of demographic questions, Depression, Anxiety, and Stress Scale-21 Items (DASS-21), and an open-ended question. We used a logistic regression model on objective variables and conducted a systematic thematic analysis of the open-ended response.

Results

Our final sample consisted of 1,173 full-time undergraduate students in the United States. Most participants were public university students (n=835, 71.2 %) and reported that moving to remote learning had a negative impact on their school performance (n=802, 68.4 %). Students’ positive experiences in remote learning were associated with moving to their family’s house (p<0.05), living on campus in a dorm (p<0.05), and no internet issues during classes (p<0.0001). From the thematic analysis, we found six common themes among those who reported having a negative experience with remote learning that focused on the following topics: (1) Students had to adjust to an online learning environment; (2) Students had to adjust to the home environment; (3) Students experienced mental health difficulties; (4) Students dealt with political tension; (5) Students felt uncertain about future opportunities; and (6) Students lacked motivation to do work.

Limitations

The results of this study may not be generalizable to undergraduate students outside of the United States due to differences in lockdown restrictions.

Conclusion

Remote learning during COVID-19 had a negative impact on the majority of undergraduate students’ academic performance and mental health.