The Impact of Fluctuating Educational Modalities on Academic Achievement in Palestinian Universities: A Mixed-Methods Study
Ibrahim R Ramadan

Al-Quds Open University, Jenin, Palestine

Abstract

In the last few years, especially after the COVID-19 outbreak, higher education in Palestine has changed quickly and in ways that aren^t always steady. Universities have changed between face-to-face, online, and mixed learning models many times, usually without making long-term plans. These changes can^t be appreciated without taking into account the particular situation in Palestine, which is affected by limits on movement, frequent infrastructural problems, and continuous political and security problems. All of these things together have made educational policies unstable in institutions. This research seeks to investigate the influence of diverse educational modalities on students^ academic performance in Palestinian institutions, emphasizing the mediating effects of critical aspects such technical infrastructure, students^ psychological well-being, and familial stability. The study aims to discern patterns of institutional variation throughout the preceding five years and assess their ramifications for the quality of the educational process from the viewpoints of both students and faculty members. A mixed-methods approach is utilized to encompass both quantitative and qualitative aspects of the phenomenon. Quantitative data will be obtained by an online survey directed at a representative sample of students and faculty members from universities in the West Bank and Gaza Strip. Qualitative data will be collected via semi-structured interviews with academic administrators and e-learning coordinators. Data analysis will employ sophisticated statistical methodologies, including Analysis of Variance (ANOVA), regression analysis, and Structural Equation Modeling (SEM), in conjunction with theme analysis of qualitative data. Preliminary expectations indicate a statistically significant inverse correlation between the variability of educational modes and academic performance. Frequent and unplanned transitions between learning modalities are anticipated to lead to diminished academic performance, especially in practice-oriented courses necessitating direct involvement. Moreover, this volatility is expected to correlate with heightened academic and psychological stress, stemming from students^ challenges in adjusting to ongoing changes, ambiguous institutional regulations, and unequal access to digital resources. The study is anticipated to uncover a significant digital divide among pupils from various regions, especially between the Gaza Strip and the West Bank, attributed to differences in electricity availability, internet access, and technological infrastructure. There will also be differences in how students like to learn. Some may choose face-to-face learning to improve interaction, while others would prefer online learning to get around mobility and security issues. This study enhances comprehension of the impact of institutional instability in educational delivery on academic outcomes in conflict-affected environments. It offers evidence-based insights to guide the creation of adaptable and enduring educational frameworks that cater to the Palestinian context, ensuring a balance between academic excellence and responsiveness to persistent crises.

Keywords: Fluctuating Educational Modalities, Academic Achievement, Academic Stress, Digital Divide, Education in Emergencies.

Topic: Distance dan Blended Learning