The aftereffects of the COVID-19 pandemic have changed education profoundly. Volatile shakeups to educational infrastructure and delivery models often exclude student learning outcomes. Limited information is available regarding the comparison between business ethics students’ performance before, during, and post COVID-19 pandemic in terms of their final grades. The researcher adapted earlier study data examining two cohorts of 44 students each, including one in-person and one COVID-19 remote-learning. The present study retains those groups to establish a three-period comparison and adds a new post-COVID-19 cohort of 44 students. Using quantitative comparative analysis, the researcher performed a one-way ANOVA to determine whether there was a statistically significant difference between business ethics students’ mean final grades before, during, and after COVID-19. Using constructivism learning theory and social learning theory, the researcher related student learning outcomes in aggregate and instructional method to final grade performance. The findings revealed that the performance of business ethics students slightly improved post-COVID-19. Business ethics students’ greatest challenge included time management, while their least challenge was technological literacy and competency. Implications for classroom pedagogy and future research were discussed.
Keywords: Business Ethics, Resilience, constructivism theory, coping skills, social learning theory
