A recent University of Mississippi study reveals that student performance scores have not rebounded to pre-pandemic levels, attributing the ongoing decline to the loss of crucial life skills developed in high school.
Student performance scores dipped following the COVID-19 pandemic and have yet to return to pre-pandemic levels, according to recent findings from the University of Mississippi. The study, published in a special issue of the Educational Sciences journal, suggests a deeper cause than just missed academic content during school shutdowns.
UM researchers Gregg Davidson, Kristin Davidson and Hong Xiao attribute the sustained decline in performance to a loss of essential life skills usually cultivated in high school, such as time management, self-motivation, critical thinking and social interaction.
“We were a little puzzled at first because if learning was impacted by one big event, why didn’t scores drop and level off or start to climb again?” Gregg Davidson, a professor of geology and geological engineering, said in a news release. “Why did scores continue declining each year since COVID-19?”
These life skills are crucial for academic success and overall well-being, the team noted. Without them, students may find it challenging to stay engaged, manage coursework and seek help when needed.
Long-Term Trends Highlight Deeper Issues
Internally, the team examined changes across online and face-to-face class formats.
Prior to the pandemic, students generally performed worse in online classes compared to traditional settings. However, highly motivated students maintained high grades across both formats.
“Following the pandemic, the study expanded to determine if the impact of school shutdowns changed anything — and did it ever,” added Kristin Davidson, a lecturer in computer and information science.
The researchers found that the structural benefits of face-to-face classes — such as structured schedules and minimized distractions — dissolved post-COVID.
“The performance of students in the face-to-face classes dropped to be indistinguishable from the online scores,” added Gregg Davidson.
Longitudinal Data and Growing Concerns
An analysis over 15,000 records from non-major geology courses over eight years by Xiao, an assistant professor of computer and information science, demonstrated the persistence of this problem.
“The scores are a reflection of a growing percentage of undergraduates each year who were in high school during the pandemic,” Gregg Davidson added.
By the end of 2023, the study showed no signs of improvement in student scores, emphasizing the importance of life skill development both before and during college. Families play a vital role in this process.
“That can start with family,” Xiao added. “Family is their first major connection.”
The research underscores the urgent need for educators and families to be proactive in fostering these life skills. Understanding and addressing this ongoing issue is key to ensuring future student success, both academically and professionally.
Source: University of Mississippi