Learning experience and its associated risk factors during the post-pandemic period: a structural topic modelling analysis

Although ample research has assessed the learning experience of secondary school students during the pandemic, few studies were conducted in the immediate post-pandemic period, when remote learning was extensively operated alongside in-person learning in secondary education. As such, the objective of this study was to examine their learning experience and associated risk factors during the post-pandemic period. A total of 1981 Canadian high school students who completed an online questionnaire from October 2022 to May 2023 were included in this study (Grades 8–12; Mage = 14.97 years, SD = 1.46 years; 43.8% girls). Structural Topic Modelling (STM) was employed to classify topics of their learning experience based on responses to an open-ended question. A regression model was then established to investigate associations among age, gender, educational self-efficacy, and school connectedness with the prevalence of the topic. Four topics (Confused but Trying, Disengaged/Overwhelmed, Reflective and Motivated, and Supported by Teachers) were identified for the learning experience. In general, students with older age, greater educational self-efficacy, and school connectedness were more likely to report positive topics (e.g. Reflective and Motivated, and Supported by Teachers) and less likely to report negative topics (i.e. Confused but Trying, and Disengaged/Overwhelmed). No differences in topic prevalence were observed by gender. Findings highlight the distinct types of learning experiences of high school students in the post-pandemic period. Practitioners may support students’ learning by focusing on improving self-efficacy and strengthening connections to schools, and prioritizing the needs of younger students whilst continuing the support for older students.