Analyzing the Impact of Remote Teaching on Calculus I Students' Performance: A Longitudinal Study of Subsequent Calculus Course Success

In this Research Full paper, we investigated the impact of the COVID-19 pandemic on the academic performance of students in the Calculus I course at University of Central Florida. The primary focus of this investigation was to address two pivotal research questions: RQ1: What impact did the COVID-19 pandemic have on students' grade distribution in Calculus I course? RQ2: What impact did the post-COVID-19 pandemic have on students' performance in Calculus II who took Calculus I during the remote teaching period? To provide insights into these inquiries, the study gathered, compared, and analyzed students' grades data from spring 2017 to fall 2021. A similar analysis included the performance of Calculus II students who had completed Calculus I during the remote teaching period. The study was further broken down into three distinct periods based on the teaching modality during the COVID-19 lockdown: before (spring 2017-fall 2019), during (spring 2020- summer 2021), and after (fall 2021) remote teaching period. Results showed that more Calculus I students passed during the remote teaching period, with a considerable increase in the “A” grade rates, and much fewer students failed the course. Despite this promising surge, the overarching trajectory of passing rates reverted to pre-pandemic norms. Furthermore, exploration into the passing rates distribution among Calculus II students, who completed Calculus I during the remote teaching period, varied over the two periods. While there were an increasing percentage of “A” and “B” grades, a significantly increasing percentage of “W” rates was observed subsequent to the remote teaching period. This study holds significant relevance to STEM education as it delves into the effects of the COVID-19 pandemic on student performance in Calculus courses, crucial components of STEM curricula. The findings underscore the critical need to adjust pedagogical methods in order to better engage, support, and empower STEM students on their academic paths.