This study investigates the impact of the first wave of the COVID-19 pandemic and the subsequent shift to online education on student dropout and academic performance at a large European university. Using Item Response Theory (IRT) modeling, the study compares the academic progress of students enrolled in 2018 (on-campus) and 2019 (online from March 2020). Key findings indicate that the transition to online learning did not significantly increase dropout rates. However, while subjects became easier to pass, students in online learning reported lower average grade points than their on-campus counterparts, raising concerns about scholarship equity.

Rita Takács, Szabolcs Takács, Judit T. Kárász, Attila Oláh, Zoltán Horváth