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Category: Project

Description: This study aims to investigate how students reacted to and were impacted by the forced use of remote teaching, learning, and the sudden change in assessment, as required due to Lockdown in the spring of 2020 by considering their methods and strategies to prepare for assessments, self-beliefs, and decision-making processes. An email was sent to students in the music department, during the Lockdown period in May 2020 (two to four weeks before their original assessment deadlines), inviting them to complete the questionnaires for this study online. Students accessed the qualtrics site to complete a battery of questionnaires comprising a combination of established questionnaires to collect empirical data and free text responses to collect qualitative data relating to student’s experiences and perspectives on their assessment during Lockdown. The questionnaire pack included the Self-efficacy for Learning scale and Self-efficacy for Performing scale (Ritchie & Williamon, 2011), Warwick-Edinburgh Mental Well Being short scale (WEMWBS; Stewart-Brown, et al., 2009), and the Resilience scale (Cooper et al., 2013). Students were also asked to predict their mark (grade) on their upcoming performance assessment, to explain why they had chosen to submit their assessment on the published deadline or defer to the next academic year, and to comment on how they were preparing for this assessment. Data were analysed to find relationships of student beliefs as they experienced this forced change, as well as gathering free text responses to explain their decision making and approach to their chosen timing of the assessment. Prior to commencement, this study gained ethical approval from the University of Chichester (Approval No. 1920_03).