The results show that there is a significant positive effect of the COVID-19 confinement on students’ performance. The second group (experimental) corresponds to students from 2019/2020, which is the group of students that had their face-to-face activities interrupted because of the confinement. The first group (control) corresponds to academic years 019. Using a field experiment with 458 students from three different subjects at Universidad Autónoma de Madrid (Spain), we study the differences in assessments by dividing students into two groups. This study analyzes the effects of COVID-19 confinement on the autonomous learning performance of students in higher education.
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