Abstract
This study responds to claims in the popular press and within everyday academic life about the effects of modality and the COVID-19 pandemic on student learning. We analyzed grade data from a semester (Fall 2021) in which the institution we studied had nearly all first-year writing (FYW) students randomized and evenly distributed among fully on-campus, fully online, and hybrid FYW sections. We also analyzed grade data prior to the pandemic (2015–2019) and during the pandemic (2020–2021). We used binary logistic regression to see if course modality and/or the pandemic timeframe influenced student grades. Results were mixed, with little evidence that modality had an effect and more evidence that the pandemic time period may have had an effect. A more consistent finding was that the grading history of instructors was nearly always significant and meaningful regardless of modality or time period. Race, gender, extra academic support, and section type also had significant effects.
- Journal
- Composition Forum
- Published
- 2026
- CompPile
- Open Access
- OA PDF Gold
- Subjects
- Online Writing Instruction; Grades; COVID-19 Pandemic
- Topics
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