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Influence of Hybrid Class Format On Student Performance In Civil Engineering Courses
The objective of this Work-In-Progress study is to assess the effect of a hybrid class format on student performance in Civil Engineering classes. In Fall 2020, many colleges and universities reopened with modified operations due to the ongoing COVID-19 pandemic. One common response was to create hybrid classes (alternating online and in-person teaching days) to ensure adequate social distancing within classrooms. This study presents exam score data from Fluid Mechanics and Mechanics of Materials, two junior-level Civil Engineering courses, taught in Fall 2020. Each course had two sections. Both course sections were taught using identical instructional materials, but one was hybrid while the other was fully in-person. Statistical analysis is used to determine the trends in student performance based on class modality. Further, students’ perceived out-of-class work-loads in each of these modalities is assessed. This work has implications for understanding the effect of instructing current cohorts using hybrid models as well as the future of such instructional modalities in the post-pandemic world.