Comparing introductory undergraduate physics learning and behavior before and after the COVID-19 pandemic

This study examines high school preparation measures [ACT/SAT scores, grade point average (HSGPA), and conceptual physics pretest scores], in-class behavior (homework submission rates lecture attendance rates), achievement test averages) for the last two fully face-to-face prepandemic first postpandemic semesters of an introductory calculus-based electricity magnetism class. class was offered at a large eastern land grant university in United States. The total number students four 1033. While some significant differences were measured (higher HSGPA, lower higher homework (fall only), (spring none larger than small effect. As such, student achievement, rates, assignment completion largely unchanged after pandemic.Received 2 March 2023Accepted 26 April 2023DOI:https://doi.org/10.1103/PhysRevPhysEducRes.19.013103Published by American Physical Society under terms Creative Commons Attribution 4.0 International license. Further distribution this work must maintain attribution to author(s) published article’s title, journal citation, DOI.Published SocietyPhysics Subject Headings (PhySH)Research AreasEducational policyStudent preparationPhysics Education Research