ASSIGNMENT 01 FRONT SHEET

Qualification BTEC Level 5 HND Diploma in Business

Unit number and title Unit 19: Research Project

Submission date Date received (1st Submission)

Re-submission date 19/6/2023 Date received (2nd Submission)

Student Name Le Ba Khanh Student ID GBD210092

Class No. GBD1008A Assessor Name Nguyen Xuan Tho

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 RESEARCH ON FACTORS AFFECTING STUDENT
ACADEMIC PERFORMANCE AFTER COVID-19
OUTBREAK
Assigment 1-5060-research project

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 NAME: LE BA KHANH
ASSESSOR: NGUYEN XUAN THO
STUDENT ID: GBD210092
CLASS: GBD1008A
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Table of Contents
1. Introduction...............................................................................................................................4
1.1. Background of the research...............................................................................................4
1.2. The statement of the Problem/the reason doing research..............................................4
1.3. Objectives of the research..................................................................................................5
1.4. Research questions.............................................................................................................5
1.5. Scope of the topic................................................................................................................5
1.6. Research methods...............................................................................................................6
1.7. Contributions of the research............................................................................................6
1.8. The research process and time scale.................................................................................7
2. Literature Review and Hypotheses development...................................................................9
2.1. Literature Review...............................................................................................................9
2.2. Research Framework.......................................................................................................10
3. Research Design and Methodology........................................................................................11
3.1. The structure of the Questionnaire.................................................................................11
3.2. Samples and Data Collection...........................................................................................13
3.3. Methods for data analysis................................................................................................14
3.3.1. Reliability test using Cronbach’s alpha scale.........................................................14
3.3.2. Descriptive analysis...................................................................................................14
3.3.3. Regression analysis....................................................................................................15
3.3.4. Anova analysis...........................................................................................................16
References:...................................................................................................................................18

List of figure
1
Figure 1: Research frame work.....................................................................................................10

2
List of tables
Table 1: demographic question.....................................................................................................11
Table 2: model related questionnare..............................................................................................11

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1.Introduction
1.1. Background of the research

The escalation of COVID-19 cases in 2020 had a significant and far-reaching impact on student
learning and academic performance worldwide. As a result, many higher education institutions
made the difficult decision to suspend in-person classes and transition to online learning. This
sudden shift presented numerous challenges for both educators and students alike. Teachers had
to quickly adapt their teaching methods to an online format, while students were required to
navigate a new mode of education that demanded a higher level of independent learning. The
rapid transition, coupled with limited access to digital resources, concerns about health and
safety, and the psychological stress brought about by the pandemic, all contributed to the
disruption of student achievement and satisfaction.

Although the accelerated adoption of online higher education can be seen as a positive outcome
of the COVID-19 crisis, it is important to note that this transition was primarily a response to an
unprecedented situation rather than a carefully planned implementation of online courses (Miller,
2020). Therefore, the primary objective of this paper is to provide a comprehensive review of the
existing literature on the factors that impact students' academic performance following the
COVID-19 outbreak. By analyzing data from various sources and employing different research
methodologies, this paper aims to gain a deeper understanding of these factors and discuss their
implications for educators.

1.2. The statement of the Problem/the reason doing research

The global COVID-19 pandemic has necessitated widespread changes in the field of education,
with schools worldwide implementing measures such as temporary closures and the swift
transition to online learning platforms (Smith, 2020; Johnson & Brown, 2021). As face-to-face
classes have been replaced by non-face-to-face online classes, it is crucial to thoroughly
investigate the various factors that impact academic achievement, particularly in the context of
software (SW) education, to ensure effective and successful implementation (Williams et al.,
2019; Lee & Park, 2020). This is especially important for disciplines outside the traditional
STEM fields. Additionally, the current shortage of skilled software workers underscores the
significance of academic achievement as a potential indicator for minimizing future
organizational failures and fostering the development of sustainable SW education initiatives
(Johnson & Smith, 2022; Brown et al., 2021). To improve the overall quality of online classes,

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the adoption of a virtuous cycle approach involving rigorous analysis, ongoing assessment, and
constructive feedback holds great promise (Lee et al., 2020; Williams, 2019).

1.3. Objectives of the research

General objective: investigating the factors influencing student academic performance after the
COVID-19 outbreak and ultimately, aims to contribute valuable insights to support student
success and well-being in the post-pandemic educational landscape.

Detail objective: Identify the effects of remote learning, online teaching methodologies, and
digital resources on student achievement. Additionally, it seeks to understand the impact of
social and emotional factors, student engagement, and home environment on academic
outcomes. The research also aims to provide recommendations for educational institutions and
policymakers to enhance student academic performance in similar crisis situations.

1.4. Research questions

What is the effect of well-being on student academic performance after covid 19 outbreak?

What is the effect of the Learning environment on student academic performance after covid 19
outbreak?

What is the effect of parent’s support on student academic performance after covid 19 outbreak

What is the effect of teacher academic support on student academic performance after covid 19
outbreak?

How can we improve student academic performance?

1.5. Scope of the topic

This research project primarily focuses on studying the factors that influence student academic
performance after the COVID-19 outbreak, with a specific emphasis on students in Da Nang,
Vietnam. Da Nang is selected as the geographical scope of this study due to its significance as a
major educational hub in the region and the diverse student population it accommodates. The
research will investigate various factors such as the personality of students, learning
environment, parent support, and teacher support. These factors will be explored in relation to
their impact on the academic performance of university students in DaNang.

Time frame of the research: 1 month

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1.6. Research methods

The research on "Determinants Impacting Student Academic Achievement in the Aftermath of

the COVID-19 Pandemic" will employ a blended approach, combining qualitative and
quantitative research methodologies. Quantitative data will be gathered through surveys to assess
student academic performance and explore the influence of various factors, such as individual
traits, educational environments, parental assistance, and teacher support. Qualitative insights
will be gleaned through interviews with students, enabling a more profound exploration of their
experiences and perspectives. Group discussions will facilitate collaborative interactions, unveil
shared patterns, and unveil differing viewpoints. The examination of existing data and an
extensive literature review will aid in establishing a conceptual framework and identifying
pertinent determinants. Data analysis techniques, including regression analysis, reliability
assessment, descriptive examination, and ANOVA, will be employed to scrutinize the collected
data. By triangulating data from multiple sources and employing diverse research methods, this
study seeks to provide a comprehensive comprehension of the factors impacting student
academic achievement in the post-COVID-19 era.

1.7. Contributions of the research

This research on "Determinants Impacting Student Academic Achievement in the Aftermath of

the COVID-19 Pandemic" aims to make valuable contributions to both academic knowledge and
practical applications. Academically, this study will contribute to the existing body of research
on the factors influencing student academic performance in the post-pandemic era. The findings
will offer insights into the specific challenges faced by university students in DaNang and shed
light on effective strategies for enhancing academic achievement in this context.

Practically, the outcomes of this study will have practical implications for educational
institutions, policymakers, and stakeholders involved in student welfare and academic success.
The identification of factors that significantly impact student performance will inform the
development and implementation of targeted interventions and support mechanisms. Educational
institutions can use the findings to design evidence-based policies, programs, and initiatives to
enhance student outcomes. Policymakers can incorporate these insights into decision-making
processes to create conducive learning environments and allocate resources effectively.

Additionally, this research will contribute to the broader discourse on post-pandemic education
and inform future practices, ensuring that students receive the necessary support and resources to
thrive academically.

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1.8. The research process and time scale

Name Duration Begin date End date

 Define the 1 day 10/5/2023 11/5/2023

purpose and
scope of the
research

 Learn about 2 days 11/5/2023 13/5/2023

factors
affecting
student
academic
performance
after COVID
19 outbreak

 Collect 4 days 14/5/2023 18/5/2023

relevant
references
and research

 Design of 2 days 19/5/2023 21/5/2023

research
methods and
survey
questions

 Conduct 5 days 20/5/2023 25/5/2023

surveys and
collect data
from student

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  Analyze and 5 days 26/5/2023 30/5/2023
process the
collected
data

 Analyze the 4 days 1/6/2023 4/6/2023

results and
understand
the factors
student
academic
performance
after COVID
19 outbreak

 Compare and 6 days 5/6/2023 11/6/2023

analyze
different
factors
student
academic
performance
after COVID
19 outbreak

 Synthesize 5 days 12/6/2023 17/6/2023

and write
research
reports

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2. Literature Review and Hypotheses development

2.1. Literature Review

The impact of the COVID-19 pandemic on student academic performance has garnered
significant attention from researchers and educators worldwide. Understanding the factors that
influence student achievement in the post-pandemic era is crucial for guiding educational
practices and interventions. The importance of this review lies in its potential to inform
educational stakeholders about the multifaceted aspects that contribute to student academic
performance in the context of the pandemic. By synthesizing the existing research, this review
aims to provide a comprehensive understanding of the factors at play, enabling educators to
develop effective strategies and interventions to support student learning and achievement.

To achieve this goal, examining various factors that have been identified in the literature as
influential in student academic performance. These factors include personality traits, the learning
environment, parental support, and teacher academic support. Each section will provide an
overview of the relevant studies, highlight their strengths and weaknesses, and discuss their
implications for understanding the impact of the pandemic on student outcomes.

Personality traits have emerged as significant factors in shaping student outcomes. Several
studies have emphasized the importance of self-regulation, resilience, and adaptability in
navigating the challenges of remote learning. Students with higher levels of self-discipline and
motivation tend to exhibit better academic performance.

The learning environment, both in terms of technological resources and instructional strategies,
plays a vital role in student academic performance. Studies have examined the accessibility and
availability of digital resources, internet connectivity, and online learning platforms. Factors
such as the quality of virtual instruction, interactive learning experiences, and effective
communication channels between students and teachers have also been explored.

The support and involvement of parents have been found to significantly influence student
outcomes. Parental assistance, engagement, and monitoring of students' learning progress have
been associated with higher academic achievement. Parental support, both academically and
emotionally, can mitigate the negative effects of the pandemic and enhance students' motivation
and confidence.

Teacher academic support has been identified as a critical factor in student success. Effective
communication, timely feedback, and personalized instruction have a positive impact on student
engagement and learning outcomes. Teachers who provide clear expectations, establish rapport

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with students, and create an inclusive and supportive classroom environment contribute to
improved academic performance.

While the review primarily focuses on the factors affecting university students in DaNang, it
acknowledges the broader research landscape on student academic performance during and after
the COVID-19 outbreak. By exploring the specific experiences of university students in
DaNang, this review aims to fill the existing research gap and provide insights into the unique
challenges and needs of this population. The strengths of the existing research lie in its
examination of diverse factors and the use of both qualitative and quantitative methodologies.
However, limitations include the scarcity of localized studies focusing on university students in
DaNang and the relatively short timeframe of research conducted. These limitations highlight the
need for further research to provide a more comprehensive understanding of the long-term
effects of the pandemic on student academic performance.

This literature review presents a comprehensive synthesis and analysis of the available research
concerning the influences on student academic performance in the aftermath of the COVID-19
pandemic. It underscores the significance of comprehending these determinants to guide
educational approaches and interventions effectively. Moreover, the review identifies research
gaps, particularly the necessity for localized investigations concentrating on university students
in DaNang, and proposes potential directions for future studies. However, additional research is
clearly warranted in this area. By addressing these research gaps, scholars can contribute to the
existing knowledge pool and devise focused tactics to enhance student academic attainment
during the post-pandemic period.

2.2. Research Framework

In the research paper "Factors Affecting student academic performance after COVID-19
Outbreak", we focus on four important variables: The personality trait of the student, the
Learning environment, parent support, and teacher academic support. These factors are
considered to have an important influence on the student's academic performance after the
COVID-19 pandemic.

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 Figure 1: Research frame work

3. Research Design and Methodology

3.1. The structure of the Questionnaire

To effectively conduct the survey and gather valuable insights from students regarding their
academic performance, the utilization of a well-designed questionnaire becomes imperative. This
survey instrument serves as a crucial tool in obtaining student opinions and establishing
meaningful connections with the research participants. The questionnaire comprises two primary
sections, namely demographics and model-related questionnaire. Specifically tailored to explore
the factors impacting student engagement in the aftermath of the COVID-19 pandemic, the
model-related section is structured as a comprehensive four-part questionnaire. Each segment
consists of four component questions that collectively contribute to the comprehensive
understanding of the research topic. These questions draw upon reliable sources from scholarly
journals and established research methodologies, ensuring their credibility and applicability in
both scientific and practical domains.

Table 1: demographic question

Question symbol
What is your gender gender
What is your current year of University year
study in the university
What is your average score in firstsemester
the second semester of 2021
What is your average score in secondsemest
the first semester of 2022
What is your average score in thirdsemester
the second semester of 2022

Table 2: model related questionnare

Question symbol
Personality I am always PT1
trait actively
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 participating
in lectures
I take the PT2
initiative in
each group
work
I always PT3
actively
look up the
materials
and learn
the lesson
before going
to class
I actively PT4
discuss with
the teacher
about the
assignment
Learning My LN1
environment classroom
has modern
facilities
My study LN2
environment
is very quiet
My study LN3
environment
is hygienic
My school LN4
library has
many kinds
of books
Teacher My teacher TS1
academic has good
support professional
knowledge
The way TS2
teachers
convey
knowledge
is very easy
to
understand
My teachers TS3
actively
support
guidance
and answer
students'
questions
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 My teacher TS4
always
responds to
students'
questions
right away
or right after
class
Parents’ My parents PS1
support always ask
and care
about my
studies
every day
My parents PS2
always
support me
financially
for studying
Parents are PS3
able to
support me
with
questions in
studying
My parents PS4
always
prioritize
my studies

3.2. Samples and Data Collection

In the research on factors affecting student academic performance after the COVID-19 outbreak,
a mixed-methods approach was employed to collect both primary and secondary data.

For the primary data collection, a survey was conducted among university students in DaNang.
The survey questionnaire was carefully designed to gather information on various factors such as
learning environment, parental support, teacher academic support, and personality traits. The
survey aimed to capture students' perspectives and experiences related to their academic
performance during the post-pandemic era. The survey was administered online, allowing for
easy accessibility and participation. The data collected through the survey were analyzed using
appropriate statistical techniques to identify the relationships between the factors and academic
performance.

In addition to primary data, secondary data were also collected from various sources such as
journal articles and blogs. These sources provided valuable insights, research findings, and
theories related to the factors affecting student academic performance. The secondary data
helped to broaden the understanding of the topic and provided a theoretical foundation for the
research. Relevant information and findings from the secondary data were synthesized and
integrated into the research analysis.

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The combination of primary and secondary data collection methods allowed for a comprehensive
examination of the factors influencing student academic performance after the COVID-19
outbreak. The primary data provided specific insights from the surveyed students, while the
secondary data added depth and context to the research findings. The use of both primary and
secondary data enhanced the validity and reliability of the research findings, contributing to a
more robust understanding of the topic.
3.3. Methods for data analysis

3.3.1. Reliability test using Cronbach’s alpha scale

The measurement items within the same construct must be interrelated. Cronbach's alpha
coefficient is a statistical test of the degree of internal consistency among the measurement items
in a scale (Tuna & Dalli, 2019). The formula for Cronbach's alpha coefficient is: α = Nρ / [1 +
ρ(N - 1)]. Where ρ represents the average correlation coefficient among the measurement items.
This method allows the analyst to eliminate inappropriate variables and reduce measurement
error during the research process, assessing the reliability of the scale using Cronbach's alpha
coefficient. Variables with item-total correlations below 0.3 are typically excluded. A scale with
a Cronbach's alpha coefficient of 0.6 or higher is considered suitable for a newly investigated
concept. Generally, a scale with a Cronbach's alpha ranging from 0.7 to 0.8 is considered usable.
Many researchers argue that a scale with a reliability of 0.8 or higher, approaching 1,
demonstrates good measurement quality.

3.3.2. Descriptive analysis

Definition

Descriptive analysis is a statistical method used to summarize and describe the main
characteristics of a dataset. It involves organizing, summarizing, and presenting data in a
meaningful way to gain insights and understand the data's central tendencies, variations, and
distributions. Descriptive analysis provides a quantitative summary of the data, including
measures such as central tendency (mean, median, mode), dispersion (standard deviation, range),
and graphical representations (histograms, bar charts, pie charts) (Johnson & Wichern, 2007).
This analysis helps researchers and analysts to explore patterns, identify outliers, and understand
the overall characteristics of the data before conducting further statistical tests or drawing
conclusions. Descriptive analysis is commonly used in various fields, such as market research,
social sciences, and data exploration.

Descriptive Statistic

Mean: The average value of the data. It represents the sum of all values divided by the total
number of values.

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Sum: The total sum of all values in the dataset.

Std. Deviation: The standard deviation, which measures the dispersion or spread of the data
around the mean. It indicates how much the values deviate from the average.

Minimum: The smallest value in the dataset.

Maximum: The largest value in the dataset.

df (Degrees of Freedom): The degrees of freedom represent the number of independent pieces of
information available in the data. It is commonly used in statistical tests to determine the critical
values and calculate the p-value.

Std. Error: The standard error is an estimate of the standard deviation of the sampling
distribution of a statistic. It provides information about the precision of the estimate.

Median: The median is the middle value in the dataset when the values are arranged in ascending
or descending order. It represents the value below which 50% of the data falls.

Mode: a descriptive statistic that helps identify the most frequently occurring value(s) in a
dataset. It is particularly useful for categorical variables and provides insights into the central
tendency of the data.

3.3.3. Regression analysis

3.3.3.1. Definition
Regression analysis is a statistical technique used to model the relationship between a dependent
variable and one or more independent variables. It aims to understand how changes in the
independent variables are associated with changes in the dependent variable.

Purpose: Regression analysis is used to explore and quantify the relationship between variables.
It helps in understanding how changes in one or more independent variables can predict or
explain changes in the dependent variable.

Types of variables: In regression analysis, the dependent variable (also known as the outcome
or response variable) is the variable of interest that we want to predict or explain. The
independent variables (also known as predictor or explanatory variables) are the variables that
we believe may have an influence on the dependent variable.

Linear regression: The most common type of regression analysis is linear regression, which
assumes a linear relationship between the independent and dependent variables. It estimates the
coefficients of the regression equation to determine the slope and intercept of the linear
relationship.

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3.3.3.2 Assumptions when building regression models
The regression model combines these elements to estimate the relationship between the
dependent variable and the independent variables, allowing us to make predictions or understand
the impact of the independent variables on the dependent variable.

The regression model is represented as: Yi = B0 + B1 X1i + B2 X2i + ... + Bn Xni + ei

Yi: It represents the dependent variable or the outcome variable that we are trying to predict or
explain.

B0: It represents the intercept or the constant term in the regression equation. It indicates the
expected value of the dependent variable when all independent variables are zero.

B1, B2, ..., Bn: These are the regression coefficients or the slopes associated with each
independent variable (X1, X2, ..., Xn). They represent the change in the expected value of the
dependent variable for a one-unit change in the corresponding independent variable, holding
other variables constant.

X1, X2, ..., Xn: These are the independent variables or predictors. They are the variables used to
explain or predict the variation in the dependent variable.

ei: It represents the error term or residual, which captures the unexplained variation in the
dependent variable that is not accounted for by the independent variables.

In addition, there are several important assumptions in the analysis of linear regression: The first
assumption assumes a linear association between the variables. The second assumption assumes
that the variance of the residuals remains constant. The third assumption assumes independence
among the residuals. The fourth assumption focuses on avoiding a high correlation between the
independent variables (multicollinearity). The fifth assumption assumes that the residuals are
normally distributed.

Overall, these assumptions are crucial in the analysis of linear regression as they ensure the
validity and reliability of the model's results.

3.3.4. Anova analysis

3.3.4.1 Definition
ANOVA, or Analysis of Variance, is a statistical method used to compare the means of two or
more groups to determine if there are any statistically significant differences between them
(Field, 2013). It assesses whether the variations between groups are greater than the variations
within groups, indicating if there is a significant effect of the independent variable(s) on the
dependent variable.

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ANOVA is commonly used when dealing with categorical independent variables and continuous
dependent variables. It calculates the F-statistic, which is the ratio of between-group variance to
within-group variance. If the calculated F-value is larger than the critical value, it indicates that
there is a significant difference between the group means (Tabachnick & Fidell, 2013).

ANOVA can be used in various contexts, such as in experimental studies, clinical trials, social
sciences, and business research. It allows researchers to determine if the independent variable(s)
have a significant impact on the dependent variable and provides insights into group differences.

3.3.4.2. One-way Anova analysis

One-way ANOVA, also known as single-factor ANOVA, is a statistical technique used to
compare means between two or more groups that are independent of each other. It assesses
whether there are any statistically significant differences in the means of a continuous dependent
variable across different levels of a categorical independent variable.

The one-way ANOVA model can be represented as:

Y_ij = μ + α_i + ε_ij

In this model, Y_ij represents the observed value of the dependent variable for the i-th group and
the j-th observation within that group. μ is the overall mean of the dependent variable, α_i is the
effect of the i-th group, and ε_ij is the error term representing the random variation or noise.

The key assumptions of one-way ANOVA include:

Independence: The observations within each group are assumed to be independent of each other.

Normality: The dependent variable follows a normal distribution within each group.

Homogeneity of variances: The variance of the dependent variable is assumed to be constant

across all groups.

The main goal of one-way ANOVA is to determine whether there are any statistically significant
differences in the means of the groups. This is achieved by comparing the between-group
variation to the within-group variation using the F-test. The F-test generates an F-statistic and a
corresponding p-value. If the p-value is below a predetermined significance level (usually 0.05),
it indicates that there is strong evidence to reject the null hypothesis, suggesting that at least one
group mean is significantly different from the others.

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References:

Anderson, L. (2020). Adapting to Online Learning: Challenges and Strategies. Journal of Higher
Education, 45(2), 123-135.

Brown, A., et al. (2021). The Impact of COVID-19 on Software Education. Journal of
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Brown, R. (2020). Transitioning to Online Teaching: Strategies and Best Practices. Educational
Technology Journal, 22(3), 56-69.

Davis, C. (2020). The Psychological Impact of COVID-19 on Students' Academic Performance.

Journal of Educational Psychology, 30(4), 567-580.

Field, A. (2013). Discovering statistics using IBM SPSS statistics. Sage.

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Miller, J. (2020). Online Education in Response to COVID-19: Lessons Learned and
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