Students' Affective
Performance in a Post
Pandemic On-site Class
RIZKI PRATAMA PUTRA 2020002027
Contents
Introduction
◦ Background
◦ Literature review
◦ Theoretical Framework
Method
Results and Discussion
Conclusion
Introduction
Background
• 2022 is the year where the new normal in many countries has started and educational
institutions start to do on-site classes (offline or face-to-face)
• The transition between online and offline classes has impact on students affective
performance
• The research’s goal is to find the difference on students attitude in both online and offline
classes and it’s impact on their learning outcome.
Introduction
Literature Review
Students' affective performance study in online class
Panaoura, Areti. "Using representations in geometry: a model of students’ cognitive and affective
performance." International Journal of Mathematical Education in Science and Technology 45.4
(2014): 498-511.
Students' affective performances study during before the pandemic, shows the relation between
affective performance and cognitive performance.
Panaoura, A. (2014). Using representations in geometry: a model of students’ cognitive and affective performance. International
Journal of Mathematical Education in Science and Technology, 45(4), 498-511.
Students' affective performances study before the pandemic, taking
account of students' gender and socioeconomic background
Thien, L. M., & Ong, M. Y. (2015). Malaysian and Singaporean students’ affective characteristics and mathematics performance: evidence
from PISA 2012. SpringerPlus, 4(1), 1-14.
Introduction
Theoretical Framework
Online Engagement Element
Online Engagement Element
Indicators (illustrative only)
Social engagement
Building community
Creating a sense of belonging
Developing relationships
Establishing trust
Cognitive engagement
Thinking critically
Activating metacognition
Integrating ideas
Justifying decisions
Developing deep discipline
understandings
Distributing expertise
Behavioral engagement
Developing academic skills
Identifying opportunities and challenges
Developing multidisciplinary skills
Developing agency
Upholding online learning norms
Supporting and encouraging peers
Collaborative engagement
Learning with peers
Relating to faculty members
Connecting to institutional opportunities
Developing professional networks
Emotional engagement
Managing expectations
Articulating assumptions
Recognising motivations
Committing to learning
Redmond, Petrea, et al. "An online engagement framework for higher education." Online learning 22.1 (2018):
183-204.
Method
• A case study implementing quantitative study
• The study was conducted on 9 students in an English Education bachelor degree class,
attended both online and offline classes
• The instruments used are open interview and questionnaires with 36 question and 5 data
categories
• The interview was conducted online using WhatsApp as a medium
• 4-Point Likert Scale is used as range measurement in the questionnaire
• The data was analysed using descriptive statistic
Results and Discussion
Results
Interview
“Honestly, the grades for the previous courses (online) were not good … I cannot be strict
because the learning process itself is full of obstacles, perhaps because of the internet network
or the motivation of students to learn. Finally, material achievements do not meet the standards
…
For face-to-face classes, students' mastery of learning materials is better. It will be even better if
the motivation and learning activities in class are also good. However, what happens to students?
Just before starting the lesson, many of them ask for permission and ask for online learning,
which they may feel more comfortable with. But these strengths and weaknesses do not apply
to all students. There are those who, because of their commitment to learning, are good at both
online and offline learning.”
Results and Discussion
Results
Questionnaire
The data is divided into 2 types (online and offline class) with each has it owns 5 categories
(social, cognitive, behavioral, collaborative, and emotional engagement)
https://docs.google.com/forms/d/e/1FAIpQLSeMp01Gybcz0_1oDCuC4yMI09wEW2GgvsH6svzWZ2xMELtTiA/viewform?usp=sharing
Results and Discussion
Discussion
• In the interview, the lecturer admitted that the grades in the previous (online) class were worse
than in the present (offline) class
• There are some factors that affects both students’ academic and affective performance, the
most prominent one is the internet problem
• After the transition to offline classes, the students are more comfortable to conduct online
classes
• From the table shown in previous slide, it can be inferred that:
• Students are performing better in term of social and emotional after offline class transition
• Students are performing worse in term of cognitive and collaborative after offline class transition
• Students behaviors remained the same in both class
Conclussion
• There was a different level of engagement between online and offline classes
• Offline class allows students to have better control of their emotion and socialize with their
peers
• Offline class does not guarantee students learning environment satisfactions
Thank You