The influencing factors of sex, age, and ethnicity in university-level aathematics education during Covid-19

This research considers the academic performance of all students undertaking mathematical sciences modules at the University of theWest of Scotland in the years immediately before and during Covid-19-induced learning and assessment changes. Each student's first attempt at each module was considered, and we investigated what demographic factors affected their grades. The statistical analysis showed that on average, the performance of young, male students from ethnic minority backgrounds deteriorated the most during this period. We present statistics which illustrate that not all demographic groups' scores deteriorated throughout the pandemic, however there was an alarming increase in non-engagement of assessment across the entire student body. We conclude with possible next steps to further this investigation and hence provide reflection for university executives and support teams alike.