Richard, J., & Moore, J. (2022, August), Student performance impacted from modifying a first-year/semester engineering core course during a global pandemic  Paper presented at 2022 ASEE Annual Conference & Exposition, Minneapolis, MN. 10.18260/1-2--41151

\bibitem{asee_peer_41151}
  Richard, J., \& Moore, J. (2022, August), \emph{Student performance impacted from modifying a first-year/semester engineering core course during a global pandemic}
  Paper presented at 2022 ASEE Annual Conference \& Exposition, Minneapolis, MN.
  10.18260/1-2--41151

Jacques Richard and Janie Moore.  "Student performance impacted from modifying a first-year/semester engineering core course during a global pandemic".  2022 ASEE Annual Conference & Exposition, Minneapolis, MN, 2022, August.  ASEE Conferences, 2022.  https://peer.asee.org/41151 Internet.  14 Dec, 2024

\bibitem{asee_peer_41151}
  Jacques Richard and Janie Moore.
  "Student performance impacted from modifying a first-year/semester engineering core course during a global pandemic".
  \emph{2022 ASEE Annual Conference \& Exposition, Minneapolis, MN, 2022, August}.
  ASEE Conferences, 2022.
  https://peer.asee.org/41151 Internet.  14 Dec, 2024

@INPROCEEDINGS{asee_peer_41151
author = "Jacques Richard and Janie Moore"
title = "Student performance impacted from modifying a first-year/semester engineering core course during a global pandemic"
booktitle = "2022 ASEE Annual Conference \& Exposition"
year = "2022"
month = "August"
address = "Minneapolis, MN"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/41151}
number = {10.18260/1-2--41151}
}

TY  - CPAPER
AB  - We consider the impact of precipitous decisions to abruptly migrate a first-year and first-semester
engineering core course to partially online as a response to a pandemic. This quantitative and
retrospective study seeks to identify any effects of a global pandemic on student performance in a
course at a large research university in the southwestern continental United States. The study
focuses on student performance as an important factor that directly impacts and concerns many
students. The study compares 340 Fall 2019 students’ performance to 293 Fall 2020 students’
performance on similar coursework. The Fall 2020 course implemented a transition to a hybrid
format (combined online and in-room class meetings) as part of precautions over the pandemic.
We employed statistical analyses methods (paired t-tests, etc.) on the student data. The Fall 2019
exam average decreased from the first to the second by 13.37 whereas Fall 2020 hardly had a
change in the two exam averages (difference in mean of 0.3208). The paired t-tests showed the
significance of the variations: 5.974 for the first test for fall 2019 compared to Fall 2020 with a
significance of 3.868e−9 and -4.406 for the second test for fall 2019 compared to Fall 2020
with a significance of 1.238e−5. The result of this study can help determine the impact of
precipitous decisions to abruptly migrate a course to partially online as a response to a pandemic
and thereby help inform future preparations for similar events.
AU  - Jacques Richard
AU  - Janie Moore
CY  - Minneapolis, MN
DA  - 2022/08/23
PB  - ASEE Conferences
TI  - Student performance impacted from modifying a first-year/semester engineering core course during a global pandemic
UR  - https://peer.asee.org/41151
DO  - 10.18260/1-2--41151
ER  -