Factors of Students` Academic Achievements Under Pandemic

As the response to the global pandemic most universities, to prevent education process from complete termination, moved from face-to-face education to online analogues. As a result, all exams moved to the online format, some of those were with proctoring and others without. In this paper student performance for COVID-19, the affected year is compared to four previous years across three selected courses. The effect of COVID-19 associated with UoL online exams is measured in two different models. First model involves Home Assignment grades for econometrics and results of proxy exams as exploratory variables for regression on March Econometrics exam. The second model main exploratory variables are cumulative and winter student rating and average result in March exams, UoL average exam result was considered as a dependent variable. We conclude that there was no evidence of gender significance as an exploratory variable for any model. The cumulative rating has proved to be one of the main exploratory variables for measuring future academic performance. In every model setting dummy variable indicating COVID-19 affected year was statistically significant and had a measurable impact on the dependent variable.