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The Covid-19 pandemic has had a major impact on the various facets of higher education globally. With the migration to online teaching happening at an unprecedented rate, educators are challenged in transforming the way they create opportunities for students' learning. Specifically, in Australia, education providers have increasingly offered their courses in a dual-mode setting, making them available for both online and face-to-face students. This paper presents the design of a specific type of dual-mode teaching, referred to as mixed-mode teaching used in an introductory economics course at X University. The aim of this study is to evaluate the impact of the mixed-mode teaching in creating an equitable learning experience for the online and face-to-face groups of students enroled in the course. Such an approach should then translate into there being no significant difference found in the academic performance of the two cohorts. In this study, we used the non-parametric Wilcoxon test and Kruskal-Wallis test to verify if a significant difference exists in learning satisfaction. Further, we utilised regression with dummies, and four different approaches of propensity score matching estimation in excluding self-selection bias, to evaluate differences in academic performance. Our results suggest no statistically significant differences in both the learning experiences and academic performances of our two groups of students. At a time when higher education is facing ongoing challenges presented by the pandemic, these findings offer useful insights for economics educators as well as those in higher education about how to enhance students' academic performance and learning experience through more equitable, consistent course design. • Mixed-mode teaching which emphasises in creating an equitable learning experience. • Differences in learning experience and academic performance were examined. • No differences were found between on-campus and online cohorts. [ABSTRACT FROM AUTHOR]

This paper aims to investigate if and how students' engagement in mathematics affect their learning outcomes. Specifically, it searches for direct and/or indirect effects of instructional engagement on cognitive and affective learning outcomes in mathematics. Separate multilevel analyses were employed for each European country that participated in TIMSS 2015 cycle. Initially, the direct effect of instructional engagement on both math achievement and students' attitudes towards learning mathematics was examined. A direct effect of instructional engagement on attitudes towards learning mathematics was identified. Then, the indirect effect of instructional engagement on math achievement via the students' attitudes towards learning mathematics was investigated. In eight countries, indirect effects of instructional engagement on cognitive outcomes were identified. Implications of findings for research, policy, and practice are drawn. • Effects of instructional engagement on student learning outcomes are examined. • Instructional engagement has a direct effect on affective outcomes in mathematics. • Indirect effect of instructional engagement on cognitive outcomes is observed. [ABSTRACT FROM AUTHOR]