Journal of Education, Society and Behavioural Science 35(8): 1-14, 2022; Article no.JESBS.89022 ISSN: 2456-981X (Past name: British Journal of Education, Society Behavioural Science, Past ISSN: 2278-0998) Comparison of Online Learning during the COVID-19 Pandemic against the Traditional Face-to-Face Learning Experience for a STEM Related Subject, Analytical Mathematics Anastasia Sofroniou a* and Bhairavi Premnath a a School of Computing and Engineering, University of West London, St. Mary’s Road, London W5 5RF, United Kingdom. Authors’ contributions This work was carried out in collaboration between both the authors. Both authors have read and approved the final manuscript. Article Information DOI: 10.9734/JESBS/2022/v35i830440 Open Peer Review History: This journal follows the Advanced Open Peer Review policy. Identity of the Reviewers, Editor(s) and additional Reviewers, peer review comments, different versions of the manuscript, comments of the editors, etc are available here: https://www.sdiarticle5.com/review-history/89022 Received 01 May 2022 Accepted 03 July 2022 Original Research Article Published 05 July 2022 ABSTRACT The Coronavirus (Covid-19) pandemic put a halt provisionally to face-to-face teaching throughout the educational sector impeding in addition, university students from receiving their traditional on campus teaching learning experience. Educators, academics, and the higher institutional authorities had to act fast and change their mode of teaching delivery to online platforms, with many students transferring their learning habits and customs to various online mediums and tools. In view of the struggles and adjustments many students underwent with this new method of teaching, a research study was conducted to identify whether online learning had an effect on student performance for a Science, Technology, Engineering and Mathematics (STEM) related module. On this purpose, this paper evaluates different statistical test measures to compare the two different teaching techniques adopted by a university foundation level module, Analytical Mathematics. Results from the pursued quantitative analysis show a decrease in the success of students’ performance whilst receiving online teaching, suggesting a lesser impact on improved learning compared to the customary face-to-face delivery for this specific module. With regards to engagement, observations from the qualitative analysis of the study show a lack of involvement and participation from students with their lecturer and peers whilst in an online environment, echoing its influence on student performance. The deductions of the analyses of this study, emphasize that the necessary transition to online delivery and learning during the pandemic did lead to a challenging and negative experience on students and their performance for this STEM related subject. *Corresponding author: E-mail: anastasia.sofroniou@uwl.ac.uk;