caerCentral Asian Economic ReviewCentral Asian Economic Review2789-43982789-4401Университет Нархоз10.52821/2789-4401-2022-1-48-60caer-452Research ArticleБИЗНЕС И УПРАВЛЕНИЕ: ПРОБЛЕМЫ И РЕШЕНИЯBUSINESS AND GOVERNANCE: ISSUES AND SOLUTIONSВЛИЯНИЕ ОНЛАЙН-ОБРАЗОВАНИЯ ВО ВРЕМЯ ПАНДЕМИИ COVID-19 НА УСПЕВАЕМОСТЬ: КЕЙС КАЗАХСТАНАTHE EFFECT OF ONLINE EDUCATION ON THE ACADEMIC PERFORMANCE OF STUDENTS DURING COVID-19 PANDEMIC: EVIDENCE FROM KAZAKHSTANКемельбаеваС.KemelbayevaS.

Нур-Султан

Kemelbayeva Saule – PhD, Candidate of Economic Sciences

Nur-Sultan

s_kemelbayeva@kazguu.kzЕлешА.YeleshA.

Нур-Султан

Yelesh Arman – MSc, Senior Lecturer

Nur-Sultan

arman_yelesh@kazguu.kzАйтуарА.AituarA.

Нур-Султан

Aituar Azat – PhD, Assistant Professor

Nur-Sultan

a.aituar@kazguu.kzУниверситет КАЗГЮУ имени М. С. НарикбаеваКазахстанM. Narikbayev KAZGUU UniversityKazakhstan202229042022014860Copyright © Кемельбаева С., Елеш А., Айтуар А., 20222022Кемельбаева С., Елеш А., Айтуар А.Kemelbayeva S., Yelesh A., Aituar A.Данная работа распространяется под лицензией Creative Commons Attribution 4.0.This work is licensed under a Creative Commons Attribution 4.0 License.https://caer.narxoz.kz/jour/article/view/452Цель исследования

Цель исследования. Данное исследование ставит целью изучить, повлияло ли и каким образом повлияло онлайн-обучение во время пандемии COVID-19 на успеваемость студентов в одном из университетов Казахстана.

Методология

Методология. Мы используем несколько методологий, а именно анализ основных компонентов, непараметрический метод отбора подобного по коэффициенту склонности и многоуровневую модель со скрытой переменной.

Оригинальность / ценность исследования. Насколько нам известно, это первая попытка оценить влияние онлайн-обучения вовремя COVID-19 на академическую успеваемость в вузах Казахстана.

Результаты исследования

Результаты исследования. Хотя наши данные свидетельствуют о том, что студенты, обучавшиеся онлайн, имели несколько более низкую успеваемость, чем предыдущая группа таких же студентов, обучавшихся в обычном формате, этот результат оказался статистически незначимым. Для обеих групп студентов предыдущий уровень успеваемости, отражающий их академические способности и отношение к учебе, а именно такие показатели как вступительный балл ЕНТ и предыдущий накопленный GPA, имеют гораздо большее значение, чем способ обучения (онлайн или обычный). Вместе с тем мы обнаружили, что определенные технические переменные, характеризующие «качество» Zoom® сессий, повлияли на академическую успеваемость студентов. В частности, использование смартфона вместо персонального компьютера на занятии, проводимом в Zoom®, негативно повлияло на их успеваемость. Некоторые другие характеристики также показали ожидаемые эффекты, хотя они оказались статистически незначимыми, возможно, из-за агрегации и небольшого используемого набора данных.

Purpose of the research

Purpose of the research. This study explores COVID19-imposed online education at one of the universities in Kazakhstan to understand whether and in what way it has affected students’ academic performance.

Methodology

Methodology. We use several methodologies, such as the principal component analysis, the nearestneighbour propensity score matching and the latent variable multilevel model.

Originality / value of the research. To the best of our knowledge, this is the first attempt to estimate the effect of COVID19-imposed online teaching on academic performance in Kazakhstan.

Findings

Findings. Though our data suggest that the students exposed to online education had slightly lower academic performance than the earlier cohort of similar students who studied in class, this result is not statistically significant. In fact, for both cohorts of students, their past academic performance reflecting their academic abilities and attitudes, such as university entry test score and past accumulative GPA, matter much more than the mode of study. However, we found out that certain technical variables which characterise the “quality” of Zoom® sessions affect students’ academic performance. Specifically, using a smartphone instead of a personal computer to enter a class conducted in Zoom® negatively affects students’ achievement. Some other characteristics also produce expected effects though they turned out to be statistically insignificant possibly due to aggregation and a small dataset.

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The authors declare that there are no conflicts of interest present.