Facility index interpretation.

The COVID-19 pandemic had radically changed higher education. The sudden transition to online teaching and learning exposed, however, some benefits by enhancing educational flexibility and digitization. The long-term effects of these changes are currently unknown, but a key question concerns their effect on student learning outcomes. This study aims to analyze the impact of the emergence of new models and teaching approaches on the academic performance of Computer Science students in the years 2019–2023. The COVID-19 pandemic created a natural experiment for comparisons in performance during in-person versus synchronous online and hybrid learning mode. We tracked changes in student achievements across the first two years of their engineering studies, using both basic (descriptive statistics, t-Student tests, Mann-Whitney test) and advanced statistical methods (Analysis of variance). The inquiry was conducted on 787 students of the Lublin University of Technology (Poland). Our findings indicated that first semester student scores were significantly higher when taught through online (13.77±2.77) and hybrid (13.7±2.86) approaches than through traditional in-person means as practiced before the pandemic (11.37±3.9, p-value < 0.05). Conversely, third semester student scores were significantly lower when taught through online (12.01±3.14) and hybrid (12.04±3.19) approaches than through traditional in-person means, after the pandemic (13.23±3.01, p-value < 0.05). However, the difference did not exceed 10% of a total score of 20 points. With regard to the statistical data, most of the questions were assessed as being difficult or appropriate, with adequate discrimination index, regardless of the learning mode. Based on the results, we conclude that we did not find clear evidence that pandemic disruption and online learning caused knowledge deficiencies. This critical situation increased students’ academic motivation. Moreover, we conclude that we have developed an effective digital platform for teaching and learning, as well as for a secure and fair student learning outcomes assessment.新型冠状病毒肺炎（COVID-19）疫情从根本上重塑了高等教育格局。突如其来的向线上教与学的转型，却通过提升教育灵活性与数字化水平，凸显了其诸多优势。目前这类变革带来的长期影响尚不明确，其中一个核心议题是其对学生学习成果的影响。本研究旨在分析2019至2023年间，新型教学模式与方法的兴起对计算机科学专业学生学业表现的影响。COVID-19疫情为对比线下、同步线上及混合式三种学习模式下的学生表现提供了天然实验场景。本研究采用基础统计方法（描述性统计、学生t检验、曼-惠特尼检验）与高级统计方法（方差分析），追踪了计算机科学专业学生前两年工程类课程的学业成绩变化。本次调研的研究对象为波兰卢布林工业大学的787名学生。研究结果显示，疫情前采用传统线下教学时，学生第一学期成绩为11.37±3.9；而采用线上（13.77±2.77）与混合式教学（13.7±2.86）时，学生成绩显著更高（p值<0.05）。反之，疫情后采用传统线下教学时，学生第三学期成绩为13.23±3.01；而采用线上（12.01±3.14）与混合式教学（12.04±3.19）时，学生成绩显著更低（p值<0.05）。但两类成绩的差值未超过满分20分的10%。就统计数据而言，无论采用何种学习模式，绝大多数试题的难度适中或符合考核要求，且具备足够的区分度指标。基于上述结果，本研究未发现明确证据表明疫情冲击与线上学习造成了学生知识匮乏。这种特殊的转型情境反而提升了学生的学业动机。此外，本研究证实我们已开发出一套高效的数字化教与学平台，同时该平台也可用于安全且公平的学生学习成果评估。