Effects of COVID-19 on the academic performance of Afghan students' and their level of satisfaction with online teaching

The outbreak of COVID-19 affected almost every sector, including higher education institutions across the world particularly Afghanistan educational system. For this purpose, the researcher aimed to investigate the effects of COVID-19 on the academic performance of Afghan students and their level of...

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Bibliographic Details
Published in:Cogent arts & humanities 2021-01, Vol.8 (1)
Main Author: Hashemi, Aminuddin
Format: Article
Language:English
Subjects:
Academic achievement
Academic Performance
Afghan Students
Coronaviruses
COVID-19
Level of Satisfaction
Online instruction
Online Teaching
Students
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Summary:The outbreak of COVID-19 affected almost every sector, including higher education institutions across the world particularly Afghanistan educational system. For this purpose, the researcher aimed to investigate the effects of COVID-19 on the academic performance of Afghan students and their level of satisfaction with online teaching. It also explored the significant difference in academic performance of students along with their satisfaction level with online teaching across gender. There were 1231 respondents, including 867 males and 364 females, from public and private universities of Afghanistan. Descriptive and inferential statistical analyses were employed. The findings of the study revealed that COVID-19 has negatively affected the academic performance of Afghan students and the students were highly dissatisfied with online teaching during this critical moment. Besides, the study revealed significant differences in the academic performance of students and their level of satisfaction with online teaching across gender. A strong positive correlation was found between the academic performance of Afghan students and their level of satisfaction with online teaching during the COVID-19 outbreak. According to the findings of the study, several implications and recommendations have been provided.
ISSN:2331-1983
2331-1983
DOI:10.1080/23311983.2021.1933684