Digital Inequities, Learning Disruptions, and Grading Policies: Evaluating Academic Performance of Students in Pakistan During the COVID-19 Pandemic

The COVID-19 pandemic disrupted Pakistan’s education system through prolonged closures, emergency remote teaching, and altered assessment policies. This study examines the combined effects of digital access, online learning experiences, mental health, and grading policy changes on students’ academic performance during this period. Using a structured questionnaire administered to a dataset of 50 secondary and undergraduate students, the analysis applied descriptive statistics and inferential methods to explore relationships between pandemic-related factors and grade outcomes. Results indicate that while 70% of students had reliable internet, many faced slow speeds, device-sharing constraints, and frequent technical issues, which reduced concentration and engagement. High stress levels, social isolation, and limited mental health support further hindered learning. Modified grading policies, such as open-book exams and relaxed marking schemes, mitigated grade declines for 65% of students but often masked actual learning losses. Only 40% perceived their grades as reflective of their knowledge, and 38% considered recovery measures sufficient. These findings underscore the need for targeted digital inclusion strategies, sustained mental health support, and equitable assessment reforms to strengthen resilience against future disruptions in education.