Abstract:

This study explores the effects of COVID-19 confinement in the students’ academic performance as the Faculty of Business and Economics (University of Zaragoza, Spain). In particular, we want to know whether on-line teaching (classroom teaching was suspended to decrease the rapid spread of virus) has a negative effect on student learning. We contribute to previous literature by assessing the effects of online attendance on academic performance by taking into account that attendance levels are not exogenous. In particular, we analyse the effect of unobservable factors correlated with online attendance, such as student´s past performance, hours of study or virtual learning satisfaction. The current study shows two main conclusions. First, students at University of Zaragoza don´t have the problems associated with online education in general such as a good Internet connection or the availability of electronic devices to follow on-line classes. To improve on-line classes in faculty of business and economics it is recommended to increase student’s satisfaction with the classes. Second, after controlling for unobservable factors, attendance at on-line classes was found to have a significant impact on our dependent variable academic performance. Our implications are that students should assist on-line classes if they are motivated to do it, and for it, teachers could improve the quality and incentives of on-line teaching.

Keywords:

COVID-19, online teaching, academic performance.