ORIGINAL RESEARCH article
Front. Educ.
Sec. STEM Education
Volume 10 - 2025 | doi: 10.3389/feduc.2025.1593000
Student evaluation of teaching prior, during and after the COVID-19 pandemic
Provisionally accepted
- 1Doctoral School of Psychology, Károli Gáspár University of the Reformed Church in Hungary, Budapest, Hungary, Budapest, Hungary
- 2Károli Gáspár University of the Reformed Church in Hungary, Budapest, Hungary
- 3Faculty of Informatics, Eötvös Loránd University, Budapest, Hungary
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Abstract This research retrospectively investigates the quality of education during the COVID-19 pandemic by analysing student evaluation of teaching (SET) questionnaires at a Hungarian university collected from 2015 to 2022. This timeframe allows for a unique comparison between pre-COVID, COVID, and post-COVID educational periods, providing essential context for the pandemic's impact. The primary aim of this study is to determine whether the quality of education declined at a Hungarian university during the COVID-19 lockdown. Contrary to studies with smaller sample sizes, we analysed SET results from the university's IT faculty (both undergraduate and postgraduate programs) to provide empirical evidence for the academic discourse on the quality of education before, during, and after the COVID-19 pandemic. Although controversy surrounds SET questionnaires regarding their validity, reliability, and application, valuable information can be extracted from student feedback. Our analysis of SET questions yielded statistically significant results; however, the effect sizes were negligible (ϵ2<.01), indicating a lack of meaningful differences between the COVID and non-COVID periods. This suggests that despite the widespread disruption across all areas of life during the pandemic, the quality of education, with all its inherent challenges, did not substantially decrease.
Keywords: SET, COVID-19, student feedback, higher education, STEM-field
Received: 13 Mar 2025; Accepted: 02 Sep 2025.
Copyright: © 2025 Pusker, Takács and Takács. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
* Correspondence: Máté Pusker, Doctoral School of Psychology, Károli Gáspár University of the Reformed Church in Hungary, Budapest, Hungary, Budapest, Hungary
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