Abstract
The COVID-19 pandemic has forced educational institutions in Bangladesh to adopt online technology for higher education in just a couple of months, which otherwise would have taken years. This change creates a unique opportunity to examine student performance in online education. In addition to examining the effect of online education on student performance, this paper investigates if there is a systematic difference in grading. Transcript-level academic records of Business and Economics students from one of the leading private universities in Bangladesh for pre-pandemic and pandemic periods have been used in this paper. The multilevel nested panel structure of the data allows the elimination of individual, time, course, and instructor-level fixed effects that may bias the findings of the study. The results show that student-level grade points in online format are higher by about 0.208 (on a scale of 0 to 4) compared to student-level grade points in face-to-face format. This increase in grade points in the online format is driven by poorly performing students. Course level estimates show that the average grade points (AGP) increase by about 0.086 in the online format, which comes from a narrower distribution, indicating a systematic difference in grading in the online format.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callSimilar Papers
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
