Rebecca Clarke
This mixed-methods study investigated the long-term educational impacts of the COVID-19 pandemic on third-level students in Ireland. Using an online survey and thematic analysis of student Reddit discussions, research explored the difference in academic satisfaction based on educational timing, alongside perceived impacts of the pandemic on academic satisfaction.
Quantitative results found significantly lower academic satisfaction in post-pandemic students (M = 22.24) compared to pre-pandemic students (M = 34.04), demonstrating continuous psychological and educational impacts of the pandemic on the Irish student experience. Qualitative findings found perceived impacts on engagement, motivation, social connection, and institute resources.
This study aimed to investigate the COVID-19 pandemic’s potential impact on academic satisfaction for third-level students in Ireland, particularly determining whether there is a statistically significant difference in academic satisfaction for students based on their educational timing being before the pandemic compared to after. This study also aimed to investigate the student opinion of perceived long-term educational impacts caused by the pandemic. This particularly focused on academic engagement, social rapport, institutional support and student motivation. A mixed-methods design was implemented to allow for experiential and statistical insight.
Quantitative data was gathered from 50 participants utilising an online survey which implemented an Academic Satisfaction scale, results analysed with an independent samples t-test. To identify key themes in the student experience, qualitative data was gathered from publicly available Reddit discussions and analysed via Braun and Clarke’s (2006) six-phase thematic analysis framework. This combination of quantitative and qualitative approaches aimed to address gaps in research, contributing to a broader comprehension of the pandemic’s potentially continuous educational impacts and how it shapes student satisfaction and wellbeing.
The findings revealed a significant decline in academic satisfaction for third level students who studied after the COVID-19 pandemic compared to those who studied before it. Quantitative analysis showed a statistically significant difference between the two groups, t(29.55) = 8.65, p < .001, with the pre-pandemic group reporting significantly higher satisfaction levels (M = 34.04, SD = 2.21) than the post-pandemic group (M = 22.24, SD = 6.45). The very large effect size (Cohen’s d = 2.45) suggests that the pandemic’s educational impact transcends momentary disruption.
Qualitative thematic analysis identified four key themes impacting academic satisfaction: deterioration of academic engagement, social disconnection, declining academic motivation and institutional resource and support limitations. Students detailed difficulties with in-person learning adaption, weak peer relationships, reduced motivation and focus, and deficient academic and mental health support.
This study suggests that the pandemic continues to have psychological, educational and social impacts on third level students in Ireland. Findings stress the need for support service improvement, further social integration opportunities, and evidence-based institutional strategies to assist student wellbeing and academic satisfaction.
My name is Rebecca Clarke. I am a soon-to-be graduate of the BSc (Hons) Applied Psychology course in IADT, specialising in the practise pathway. Throughout my studies, I have had the opportunity to experience a diverse range of modules, allowing me to foster a keen interest in Biological and Social Psychology.
These interests have allowed me to apply theoretical knowledge to real-world situations, including aiding in administrating a course on Internal Family Systems through a trauma lens, and volunteering with Barretstown and the Samaritans. I plan to continue building upon my theoretical knowledge and real-world experience through ongoing volunteering whilst pursuing a Master’s degree to further enhance my academic comprehension.
