The effects of course format, sex, semester, and institution on student performance in an undergraduate animal science course

The transition of courses from in-person to an online format due to the COVID-19 pandemic could have potentially affected overall student performance in lecture-based courses. The objective of this case study was to determine the impact of course format, as well as the effects of student sex, time of year at which the course was taken, and the institution it was taken at on student performance in an undergraduate animal science course. The course used for this study was taught at two institutions (University of Florida; UF and University of Nevada, Reno; UNR) over 7 yr (2014–2017 at UNR and 2018–2021 at UF). Student’s performance (n = 911) was evaluated using both quizzes and exams from 2014 through the spring semester 2020 and only exams were used for summer and fall semesters of 2020 and the spring and summer semesters of 2021. The final score (out of 100%) for each student was used to evaluate student’s performance. In addition, students were classified as high-performing students, if they scored ≥95% and low-performing students, if they scored ≤70%. The variables evaluated were the effects of semester (spring, summer, or fall), institution (UF or UNR), sex (male or female), number of teaching assistants (TAs; 0–13), and course format (online or in-person). The course was taught in-person at UNR and in-person and online at UF. The spring semester of 2020 was taught in-person until March but was switched to online approximately 9 wk after the semester started and was considered an online semester for this analysis. As the course was only taught online at UF, the variable course format was assessed using UF records only. Data were analyzed using both linear models and logistic regressions. The probability that students were high performing was not affected by sex or institution. Interestingly, both fall semester and the online format had a positive, desirable effect on the probability that students were high performing. The probability that students were low performing was not affected by sex. However, if a student performed poorly in the class, they were more likely to have taken the course at UNR, or at UF with many TAs. Thus, student’s performance was impacted by changing the course format, as well as institution, the number of TAs, and the semester in which the course was taken.