Predictors of undergraduate occupational therapy students’ academic performance during the Covid-19 pandemic: A hierarchical regression analysis

Scand J Occup Ther. 2022 Sep 19:1-13. doi: 10.1080/11038128.2022.2123854. Online ahead of print.

ABSTRACT

BACKGROUND: The rapid switch to online learning in response to the Covid-19 pandemic affected occupational therapy students’ education delivery. It is, therefore, important to investigate these impacts.

AIMS/OBJECTIVES: This study investigated the potential predictors of academic performance in undergraduate occupational therapy students after moving to online or blended learning post-Covid-19.

MATERIAL AND METHODS: A total of 208 students from three Australian universities completed a demographic questionnaire and the Distance Education Learning Environment Scale (DELES). Hierarchical linear regression analyses were completed to identify significant students’ academic performance predictors.

RESULTS: Hierarchical regression explained a cumulative total variance of 24.6% of students’ academic performance. The following independent variables were significant predictors: DELES student autonomy (p = 0.033), number of hours per semester week dedicated to indirect online study (p = 0.003), number of hours per semester week dedicated to indirect offline study time (p = 0.034), gender (p = 0.005) and English as a first language (p = 0.045).

CONCLUSIONS: The findings add to the knowledge base on the range of factors that have impacted occupational therapy students’ academic performance during the Covid-19 pandemic.

SIGNIFICANCE: The outcomes will assist faculty in developing supportive and pedagogically sound learning modes across online, hybrid and traditional forms of instruction within occupational therapy curricula.

PMID:36121118 | DOI:10.1080/11038128.2022.2123854

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