Does mode of instruction matter? Exploring grade point average outcomes across gender and academic level

This study examines associations between instructional mode (online vs. face-to-face), gender, academic level and students’ academic performance [grade point average (GPA)] based on 356 students across three academic years (2019–2021). The analysis employs t-tests, mixed-effect regression, random-effect (RE) regression and predictive margins plots to investigate these associations. The results show no statistically significant association between instructional mode alone and GPA, but patterns differ across subgroups. Female and junior students consistently achieve higher GPAs than male and senior students. A significant three-way interaction shows that female juniors achieve a GPA that is 0.285 points higher in online settings than other student groups, while male seniors show the lowest GPAs, indicating that online learning may amplify existing disparities. Panel regression results highlight the importance of gender and academic level, with a non-significant Hausman test supporting the use of a RE model. These findings reveal patterns of GPA variation across student groups and provide concrete insights for targeted academic support—such as mentoring male or senior students in online courses—and instructional strategies, such as adaptive exercises tailored to students’ needs.