How to cite this paper
Kaba, A., Eletter, S., ElRefae, G., Alshehadeh, A & Al-khawaja, H. (2024). Students’ academic performance before, during, and after COVID-19 in F2F and OL learning: The impact of gender and academic majors.International Journal of Data and Network Science, 8(2), 667-678.
Refrences
Abu Eyadah, H., & Al Khatib, M. (2022). Suggested Educational Ways to Activate the Role of Social Networks in Developing Cultural Awareness Among Jordanian University Student Following COVID-19 Pandemic. Al-Zaytoonah University of Jordan Journal for Human and Social Studies, 3(1), 142-161. doi:10.15849/ZJJHSS.220330.09
Ajibade, S. S. M., Dayupay, J., Ngo-Hoang, D. L., & ... (2022). Utilization of Ensemble Techniques for Prediction of the Academic Performance of Students. Journal of Optoelectronics Laser, 41(6), 48–54. https://www.researchgate.net/profile/Samuel-Ajibade/publication/361101272_Utilization_of_Ensemble_Techniques_for_Prediction_of_the_Academic_Performance_of_Students/links/629f92ddc660ab61f869ea4d/Utilization-of-Ensemble-Techniques-for-Prediction-of-the-Aca
Al-Mously, N., Salem, R., & Al-Hamdan, N. (2013a). The impact of gender and English language on the academic performance of students: An experience from new Saudi medical school. Journal of Contemporary Medical Education, 1(3), 170–176. https://doi.org/10.5455/jcme.20130226121358
Al-Mously, N., Salem, R., & Al-Hamdan, N. (2013b). The impact of gender and English language on the academic performance of students: An experience from new Saudi medical school. Journal of Contemporary Medical Education, 1(3), 170–176. https://doi.org/10.5455/jcme.20130226121358
Al-Shafei, H. (2022). Computerization of Programs for Teaching Arabic to non-native Speakers: Android Applications as a Model. Al-Zaytoonah University of Jordan Journal for Human and Social Studies, 3(special issue), 301-323. doi:10.15849/ZJJHSS.220508.15
Alghamdi, A., Karpinski, A. C., Lepp, A., & Barkley, J. (2020). Online and face-to-face classroom multitasking and academic performance: Moderated mediation with self-efficacy for self-regulated learning and gender. Computers in Human Behavior, 102, 214–222. https://doi.org/10.1016/j.chb.2019.08.018
Al-Khawaja, H. A., Yamin, I., & Alshehadeh, A. (2023). The COVID_19 Pandemic’s Effects on Fintech in Banking Sector. Review of Economics and Finance, 21, 316-322. doi: 10.55365/1923.x2023.21.30
Almahasees, Z., Mohsen, K., & Amin, M. O. (2021). Faculty’s and Students’ Perceptions of Online Learning During COVID-19 _ Enhanced Reader.pdf. Frontiers in Education, 6(Article 638470), 1–10.
Amparo, A. R., Amparo, A. R., Smith, G., & Friedman, A. (2018). Gender and persistent grade performance differences between online and face to face undergraduate classes. In E. W. & O. Z.-R. T. Bastiaens, J. Van Braak, M. Brown, L. Cantoni, M. Castro, R. Christensen, G. Davidson-Shivers, K. DePryck, M. Ebner, M. Fominykh, C. Fulford, S. Hatzipanagos, G. Knezek, K. Kreijns, G. Marks, E. Sointu, E. Korsgaard Sorensen, J. Viteli, J. Voogt, P. We (Ed.), Proceedings of EdMedia: World Conference on Educational Media and Technology (Vol. 2018, Issue 1, pp. 1935–1939). Association for the Advancement of Computing in Education (AACE). https://www.learntechlib.org/primary/p/184430/
Amro, H. J., Mundy, M.-A., & Kupczynski, L. (2015). The effects of Age and Gender on student achievement in face-to-face and online college algebra classes. Research in Higher Education Journal, 27, 1–22. http://www.aabri.com/copyright.html.
Andreou, E., Vlachos, F., & Andreou, G. (2007). Educational research approaches to studying among Greek university students: the impact of gender, age, academic discipline and handedness. Educational Research, 48(3), 301–311. https://doi.org/10.1080/00131880600992363
Arora, N., & Singh, N. (2017). Factors affecting the academic performance of college students. I-Manager’s Journal of Educational Technology, 14(1), 47. https://doi.org/10.26634/jet.14.1.13586
Asarta, C. J., & Schmidt, J. R. (2020). The effects of online and blended experience on outcomes in a blended learning environment. Internet and Higher Education, 44(November 2019), 100708. https://doi.org/10.1016/j.iheduc.2019.100708
Barqawi, L. (2023). The Impact of Using Artificial Intelligence in Pharmaceutical Companies. Al-Zaytoonah University of Jordan Journal for Legal studies, 4(1), 217-236. doi:10.15849/ZUJJLS.230330.11
Bratti, M., & Lippo, E. (2022). COVID-19 and the Gender Gap in University Student Performance. In IZA Discussion Papers (Issue 15456). https://doi.org/10.2139/ssrn.4178932
Briones, S. K. F., Dagamac, R. J. R., David, J. D., & Landerio, C. A. B. (2022). Factors Affecting the Students’ Scholastic Performance: A Survey Study. Indonesian Journal of Educational Research and Technology, 2(2), 97–102. https://doi.org/10.17509/ijert.v2i2.41394
Christmann, E. P. (2017). A comparison of the achievement of statistics students enrolled in online and face-to-face settings. E-Learning and Digital Media, 14(6), 323–330. https://doi.org/10.1177/2042753017752925
Crawford, J., Henderson, K. B., Rudolph, J., Malkawi, B., Glowatz, M., Burton, R., Magni, P. A., & Lam, S. (2020). COVID-19 : 20 countries ’ higher education intra-period digital pedagogy responses. Journal of Applied Learning & Teaching, 3(1), 1–20.
Elfaki, N. K., Abdulraheem, I., & Abdulrahim, R. (2019). Impact-of-elearning-vs-traditional-learning-on-students-performance-and-attitude. International Journal of Medical Research & Health Sciences, 8(10), 76–82. https://www.ijmrhs.com/medical-research/impact-of-elearning-vs-traditional-learning-on-students-performance-and-attitude.pdf
ElRefae, Ghaleb A., Kaba, A., & Eletter, S. (2021). The Impact of Demographic Characteristics on Academic Performance: Face-to-Face Learning Versus Distance Learning Implemented to Prevent the Spread of COVID-19. International Review of Research in Open and Distance Learning, 22(1), 91–110. https://doi.org/10.19173/irrodl.v22i1.5031
ElRefae, Ghaleb Awad, Kaba, A., & Eletter, S. (2021). Distance learning during COVID-19 pandemic: satisfaction, opportunities and challenges as perceived by faculty members and students. Interactive Technology and Smart Education, 18(3), 298–318. https://doi.org/10.1108/ITSE-08-2020-0128
García, E., & Weiss, E. (2020). COVID-19 and Student Performance, Equity, and U.S. Education Policy. In Economic Policy Institute. epi.org/205622
Georgiadou, E., & Siakas, K. V. (2006). Distance Learning : Technologies ; Enabling Learning at Own Place , Own Pace , Own Time Learning at Own Place / Location Learning at Own Pace. Proceedings of the 11th INternational Conference on Software Process Improvement - Research into Education and Training, (INSPIRE 2006), April, Southampton, UK, Inspire, 139–150.
Hassanbeigi, A., Askari, J., Nakhjavani, M., Shirkhoda, S., Barzegar, K., Mozayyan, M. R., & Fallahzadeh, H. (2011). The relationship between study skills and academic performance of university students. Procedia - Social and Behavioral Sciences, 30, 1416–1424. https://doi.org/10.1016/j.sbspro.2011.10.276
Heo, M., & Toomey, N. (2020). Learning with multimedia: The effects of gender, type of multimedia learning resources, and spatial ability. Computers and Education, 146(March), 1–7. https://doi.org/10.1016/j.compedu.2019.103747
Joseph, A., John, O., Eric, I., Yusuf, S., & Olubunmi, A. (2015). Effect of Gender on Students’ Academic Performance in Computer Studies in Secondary Schools in New Bussa, Borgu Local Government of Niger State. Journal of Education and Practice, 6(33), 1–7. www.iiste.org
Kör, H., Erbay, H., Demir, E., & Akmeşe, Ö. F. (2016). A Study on the Factors Affecting the Academic Performance of Distance Education Students and Formal Students. Hitit Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 9(2), 1029–1050. https://doi.org/10.17218/hititsosbil.280829
Koutsoupidou, T. (2014). Online distance learning and music training: benefits, drawbacks and challenges. Open Learning: The Journal of Open, Distance and e-Learning, 29(3), 243–255. https://doi.org/10.1080/02680513.2015.1011112
Kulal, A., & Nayak, A. (2020). A study on perception of teachers and students toward online classes in Dakshina Kannada and Udupi District. Asian Association of Open Universities Journal, 15(3), 285–296. https://doi.org/10.1108/AAOUJ-07-2020-0047
Leontyeva, I. A. (2018). Modern distance learning technologies in higher education: Introduction problems. Eurasia Journal of Mathematics, Science and Technology Education, 14(10), 1–8. https://doi.org/10.29333/ejmste/92284
Masalimova, A. R., Khvatova, M. A., Chikileva, L. S., Zvyagintseva, E. P., Stepanova, V. V., & Melnik, M. V. (2022). Distance Learning in Higher Education During Covid-19. Frontiers in Education, 7(March), 1–6. https://doi.org/10.3389/feduc.2022.822958
Nogueira Gossenheimer, A., Bem, T., Ra, M., Fernandes Carneiro, L., & Silveira De Castro, M. (2017). Impact of distance education on academic performance in a pharmaceutical care course. https://doi.org/10.1371/journal.pone.0175117
Omeish, R. (2022). Messing with the Blockchain Technology to Commit a Crime. Al-Zaytoonah University of Jordan Journal for Legal studies, 3(1), 91-108. doi:10.15849/ZUJJLS.220330.06
Park, K., Moon, S. H., & Oh, J. (2022). Predictors of academic achievement in distance learning for nursing students. Nurse Education Today, 108(January), 2022–2024. https://doi.org/10.1016/j.nedt.2021.105162
Rashid, S., & Yadav, S. S. (2020). Impact of Covid-19 Pandemic on Higher Education and Research. Indian Journal of Human Development, 14(2), 340–343. https://doi.org/10.1177/0973703020946700
Stecuła, K., & Wolniak, R. (2022). Advantages and Disadvantages of E-Learning Innovations during COVID-19 Pandemic in Higher Education in Poland. Journal of Open Innovation: Technology, Market, and Complexity, 8(3), 1–22. https://doi.org/10.3390/joitmc8030159
Stegers‐Jager, K. M., Savas, M., Waal, J., Rossum, E. F. C., & Woltman, A. M. (2020). Gender‐specific effects of raising Year‐1 standards on medical students’ academic performance and stress levels. Medical Education, 54(6), 538–546. https://doi.org/10.1111/medu.14068
Tarkar, P. (2020). Impact of Covid-19 Pandemic on Education System. International Journal of Advanced Science Technology, 29(9), 3812–3814. https://doi.org/10.36713/epra6363
Tinto, V. (1975). Dropout from higher education: A theoretical synthesis of recent research. Review of Educational Research, 5(1), 8–9. https://doi.org/https://doi.org/10.3102/00346543045001089
Tsaousis, I., & Alghamdi, M. H. (2022). Examining academic performance across gender differently: Measurement invariance and latent mean differences using bias-corrected bootstrap confidence intervals. Frontiers in Psychology, 13(August), 1–12. https://doi.org/10.3389/fpsyg.2022.896638
Van Houtte, M. (2004). Why boys achieve less at school than girls: The difference between boys’ and girls’ academic culture. Educational Studies, 30(2), 159–173. https://doi.org/10.1080/0305569032000159804
Van Overschelde, J. P., & López, M. M. (2018). Raising the Bar or Locking the Door? The Effects of Increasing GPA Admission Requirements on Teacher Preparation. Equity and Excellence in Education, 51(3–4), 223–241. https://doi.org/10.1080/10665684.2018.1539355
Wrigley-Asante, C., Ackah, C. G., & Frimpong, L. K. (2023). Gender differences in academic performance of students studying Science Technology Engineering and Mathematics (STEM) subjects at the University of Ghana. SN Social Sciences, 3(1), 1–22. https://doi.org/10.1007/s43545-023-00608-8
Yousef, D. A. (2017). Factors influencing academic performance in quantitative courses among undergraduate business students of a public higher education institution. Journal of International Education in Business, 10(1), 12–30. https://doi.org/10.1108/JIEB-07-2016-0016
Ajibade, S. S. M., Dayupay, J., Ngo-Hoang, D. L., & ... (2022). Utilization of Ensemble Techniques for Prediction of the Academic Performance of Students. Journal of Optoelectronics Laser, 41(6), 48–54. https://www.researchgate.net/profile/Samuel-Ajibade/publication/361101272_Utilization_of_Ensemble_Techniques_for_Prediction_of_the_Academic_Performance_of_Students/links/629f92ddc660ab61f869ea4d/Utilization-of-Ensemble-Techniques-for-Prediction-of-the-Aca
Al-Mously, N., Salem, R., & Al-Hamdan, N. (2013a). The impact of gender and English language on the academic performance of students: An experience from new Saudi medical school. Journal of Contemporary Medical Education, 1(3), 170–176. https://doi.org/10.5455/jcme.20130226121358
Al-Mously, N., Salem, R., & Al-Hamdan, N. (2013b). The impact of gender and English language on the academic performance of students: An experience from new Saudi medical school. Journal of Contemporary Medical Education, 1(3), 170–176. https://doi.org/10.5455/jcme.20130226121358
Al-Shafei, H. (2022). Computerization of Programs for Teaching Arabic to non-native Speakers: Android Applications as a Model. Al-Zaytoonah University of Jordan Journal for Human and Social Studies, 3(special issue), 301-323. doi:10.15849/ZJJHSS.220508.15
Alghamdi, A., Karpinski, A. C., Lepp, A., & Barkley, J. (2020). Online and face-to-face classroom multitasking and academic performance: Moderated mediation with self-efficacy for self-regulated learning and gender. Computers in Human Behavior, 102, 214–222. https://doi.org/10.1016/j.chb.2019.08.018
Al-Khawaja, H. A., Yamin, I., & Alshehadeh, A. (2023). The COVID_19 Pandemic’s Effects on Fintech in Banking Sector. Review of Economics and Finance, 21, 316-322. doi: 10.55365/1923.x2023.21.30
Almahasees, Z., Mohsen, K., & Amin, M. O. (2021). Faculty’s and Students’ Perceptions of Online Learning During COVID-19 _ Enhanced Reader.pdf. Frontiers in Education, 6(Article 638470), 1–10.
Amparo, A. R., Amparo, A. R., Smith, G., & Friedman, A. (2018). Gender and persistent grade performance differences between online and face to face undergraduate classes. In E. W. & O. Z.-R. T. Bastiaens, J. Van Braak, M. Brown, L. Cantoni, M. Castro, R. Christensen, G. Davidson-Shivers, K. DePryck, M. Ebner, M. Fominykh, C. Fulford, S. Hatzipanagos, G. Knezek, K. Kreijns, G. Marks, E. Sointu, E. Korsgaard Sorensen, J. Viteli, J. Voogt, P. We (Ed.), Proceedings of EdMedia: World Conference on Educational Media and Technology (Vol. 2018, Issue 1, pp. 1935–1939). Association for the Advancement of Computing in Education (AACE). https://www.learntechlib.org/primary/p/184430/
Amro, H. J., Mundy, M.-A., & Kupczynski, L. (2015). The effects of Age and Gender on student achievement in face-to-face and online college algebra classes. Research in Higher Education Journal, 27, 1–22. http://www.aabri.com/copyright.html.
Andreou, E., Vlachos, F., & Andreou, G. (2007). Educational research approaches to studying among Greek university students: the impact of gender, age, academic discipline and handedness. Educational Research, 48(3), 301–311. https://doi.org/10.1080/00131880600992363
Arora, N., & Singh, N. (2017). Factors affecting the academic performance of college students. I-Manager’s Journal of Educational Technology, 14(1), 47. https://doi.org/10.26634/jet.14.1.13586
Asarta, C. J., & Schmidt, J. R. (2020). The effects of online and blended experience on outcomes in a blended learning environment. Internet and Higher Education, 44(November 2019), 100708. https://doi.org/10.1016/j.iheduc.2019.100708
Barqawi, L. (2023). The Impact of Using Artificial Intelligence in Pharmaceutical Companies. Al-Zaytoonah University of Jordan Journal for Legal studies, 4(1), 217-236. doi:10.15849/ZUJJLS.230330.11
Bratti, M., & Lippo, E. (2022). COVID-19 and the Gender Gap in University Student Performance. In IZA Discussion Papers (Issue 15456). https://doi.org/10.2139/ssrn.4178932
Briones, S. K. F., Dagamac, R. J. R., David, J. D., & Landerio, C. A. B. (2022). Factors Affecting the Students’ Scholastic Performance: A Survey Study. Indonesian Journal of Educational Research and Technology, 2(2), 97–102. https://doi.org/10.17509/ijert.v2i2.41394
Christmann, E. P. (2017). A comparison of the achievement of statistics students enrolled in online and face-to-face settings. E-Learning and Digital Media, 14(6), 323–330. https://doi.org/10.1177/2042753017752925
Crawford, J., Henderson, K. B., Rudolph, J., Malkawi, B., Glowatz, M., Burton, R., Magni, P. A., & Lam, S. (2020). COVID-19 : 20 countries ’ higher education intra-period digital pedagogy responses. Journal of Applied Learning & Teaching, 3(1), 1–20.
Elfaki, N. K., Abdulraheem, I., & Abdulrahim, R. (2019). Impact-of-elearning-vs-traditional-learning-on-students-performance-and-attitude. International Journal of Medical Research & Health Sciences, 8(10), 76–82. https://www.ijmrhs.com/medical-research/impact-of-elearning-vs-traditional-learning-on-students-performance-and-attitude.pdf
ElRefae, Ghaleb A., Kaba, A., & Eletter, S. (2021). The Impact of Demographic Characteristics on Academic Performance: Face-to-Face Learning Versus Distance Learning Implemented to Prevent the Spread of COVID-19. International Review of Research in Open and Distance Learning, 22(1), 91–110. https://doi.org/10.19173/irrodl.v22i1.5031
ElRefae, Ghaleb Awad, Kaba, A., & Eletter, S. (2021). Distance learning during COVID-19 pandemic: satisfaction, opportunities and challenges as perceived by faculty members and students. Interactive Technology and Smart Education, 18(3), 298–318. https://doi.org/10.1108/ITSE-08-2020-0128
García, E., & Weiss, E. (2020). COVID-19 and Student Performance, Equity, and U.S. Education Policy. In Economic Policy Institute. epi.org/205622
Georgiadou, E., & Siakas, K. V. (2006). Distance Learning : Technologies ; Enabling Learning at Own Place , Own Pace , Own Time Learning at Own Place / Location Learning at Own Pace. Proceedings of the 11th INternational Conference on Software Process Improvement - Research into Education and Training, (INSPIRE 2006), April, Southampton, UK, Inspire, 139–150.
Hassanbeigi, A., Askari, J., Nakhjavani, M., Shirkhoda, S., Barzegar, K., Mozayyan, M. R., & Fallahzadeh, H. (2011). The relationship between study skills and academic performance of university students. Procedia - Social and Behavioral Sciences, 30, 1416–1424. https://doi.org/10.1016/j.sbspro.2011.10.276
Heo, M., & Toomey, N. (2020). Learning with multimedia: The effects of gender, type of multimedia learning resources, and spatial ability. Computers and Education, 146(March), 1–7. https://doi.org/10.1016/j.compedu.2019.103747
Joseph, A., John, O., Eric, I., Yusuf, S., & Olubunmi, A. (2015). Effect of Gender on Students’ Academic Performance in Computer Studies in Secondary Schools in New Bussa, Borgu Local Government of Niger State. Journal of Education and Practice, 6(33), 1–7. www.iiste.org
Kör, H., Erbay, H., Demir, E., & Akmeşe, Ö. F. (2016). A Study on the Factors Affecting the Academic Performance of Distance Education Students and Formal Students. Hitit Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 9(2), 1029–1050. https://doi.org/10.17218/hititsosbil.280829
Koutsoupidou, T. (2014). Online distance learning and music training: benefits, drawbacks and challenges. Open Learning: The Journal of Open, Distance and e-Learning, 29(3), 243–255. https://doi.org/10.1080/02680513.2015.1011112
Kulal, A., & Nayak, A. (2020). A study on perception of teachers and students toward online classes in Dakshina Kannada and Udupi District. Asian Association of Open Universities Journal, 15(3), 285–296. https://doi.org/10.1108/AAOUJ-07-2020-0047
Leontyeva, I. A. (2018). Modern distance learning technologies in higher education: Introduction problems. Eurasia Journal of Mathematics, Science and Technology Education, 14(10), 1–8. https://doi.org/10.29333/ejmste/92284
Masalimova, A. R., Khvatova, M. A., Chikileva, L. S., Zvyagintseva, E. P., Stepanova, V. V., & Melnik, M. V. (2022). Distance Learning in Higher Education During Covid-19. Frontiers in Education, 7(March), 1–6. https://doi.org/10.3389/feduc.2022.822958
Nogueira Gossenheimer, A., Bem, T., Ra, M., Fernandes Carneiro, L., & Silveira De Castro, M. (2017). Impact of distance education on academic performance in a pharmaceutical care course. https://doi.org/10.1371/journal.pone.0175117
Omeish, R. (2022). Messing with the Blockchain Technology to Commit a Crime. Al-Zaytoonah University of Jordan Journal for Legal studies, 3(1), 91-108. doi:10.15849/ZUJJLS.220330.06
Park, K., Moon, S. H., & Oh, J. (2022). Predictors of academic achievement in distance learning for nursing students. Nurse Education Today, 108(January), 2022–2024. https://doi.org/10.1016/j.nedt.2021.105162
Rashid, S., & Yadav, S. S. (2020). Impact of Covid-19 Pandemic on Higher Education and Research. Indian Journal of Human Development, 14(2), 340–343. https://doi.org/10.1177/0973703020946700
Stecuła, K., & Wolniak, R. (2022). Advantages and Disadvantages of E-Learning Innovations during COVID-19 Pandemic in Higher Education in Poland. Journal of Open Innovation: Technology, Market, and Complexity, 8(3), 1–22. https://doi.org/10.3390/joitmc8030159
Stegers‐Jager, K. M., Savas, M., Waal, J., Rossum, E. F. C., & Woltman, A. M. (2020). Gender‐specific effects of raising Year‐1 standards on medical students’ academic performance and stress levels. Medical Education, 54(6), 538–546. https://doi.org/10.1111/medu.14068
Tarkar, P. (2020). Impact of Covid-19 Pandemic on Education System. International Journal of Advanced Science Technology, 29(9), 3812–3814. https://doi.org/10.36713/epra6363
Tinto, V. (1975). Dropout from higher education: A theoretical synthesis of recent research. Review of Educational Research, 5(1), 8–9. https://doi.org/https://doi.org/10.3102/00346543045001089
Tsaousis, I., & Alghamdi, M. H. (2022). Examining academic performance across gender differently: Measurement invariance and latent mean differences using bias-corrected bootstrap confidence intervals. Frontiers in Psychology, 13(August), 1–12. https://doi.org/10.3389/fpsyg.2022.896638
Van Houtte, M. (2004). Why boys achieve less at school than girls: The difference between boys’ and girls’ academic culture. Educational Studies, 30(2), 159–173. https://doi.org/10.1080/0305569032000159804
Van Overschelde, J. P., & López, M. M. (2018). Raising the Bar or Locking the Door? The Effects of Increasing GPA Admission Requirements on Teacher Preparation. Equity and Excellence in Education, 51(3–4), 223–241. https://doi.org/10.1080/10665684.2018.1539355
Wrigley-Asante, C., Ackah, C. G., & Frimpong, L. K. (2023). Gender differences in academic performance of students studying Science Technology Engineering and Mathematics (STEM) subjects at the University of Ghana. SN Social Sciences, 3(1), 1–22. https://doi.org/10.1007/s43545-023-00608-8
Yousef, D. A. (2017). Factors influencing academic performance in quantitative courses among undergraduate business students of a public higher education institution. Journal of International Education in Business, 10(1), 12–30. https://doi.org/10.1108/JIEB-07-2016-0016