Achievement Gaps in the Wake of COVID-19

Bailey, Drew H.; Duncan, Greg J.; Murnane, Richard J.; Yeung, Natalie Au

doi:10.3102/0013189x211011237

Cited by 102 publications

(72 citation statements)

References 26 publications

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“…Regarding the quantitative results, recent studies have also documented the academic problems that has been caused by the COVID-19 restrictions in classrooms [61,62]. Studies around the world refer to a decrease in students' mathematics achievement due to the pandemic with similar decreases in students' achievement to those reported in this research [63][64][65][66].…”

Section: Discussionsupporting

confidence: 68%

COVID-19 Restrictions and Its Influence on Students’ Mathematics Achievement in Spain

Miravet

Alegre

2022

Education Sciences

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COVID-19 restrictions in schools worldwide constitute an important limitation for peer support among students. The masks, the distance between tables or the established sitting order are new challenges that both students and teachers must face in Spain. The conventional strategies that took place among students prior to the COVID-19 pandemic have been altered. In this study, the mathematics achievement of high-school students prior to the COVID-19 pandemic and during the COVID-19 pandemic is examined. Quantitative and qualitative methods were used. A total of 368 students from 9th grade (ages 14 to 15) participated in this research. Statistically significant differences were reported when comparing the mathematics achievement of pre-COVID-19 and post-COVID-19 students (t = 22.21, p < 0.01). An overall negative effect size of −2.32 was reported for those students with COVID-19 restrictions. Mathematics achievement scores were 9.90% lower for the group with restrictions. No statistically significant differences were reported when analyzing results by gender or repeating condition. The qualitative information supported the quantitative findings. Alterations in peer support was identified as one of the main factors that could explain this decrease. The main conclusion of this study is that current restrictions due to COVID-19 could be producing an important decrease in students’ mathematics achievements.

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Section: Discussionsupporting

confidence: 68%

COVID-19 Restrictions and Its Influence on Students’ Mathematics Achievement in Spain

Miravet

Alegre

2022

Education Sciences

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“…In an online learning environment, teachers teach less than when they teach face-toface, students receive fewer lessons, the quality of teaching is low, and student participation in online schools decreases drastically [23]. Several accessible learning resources are available online, but only children from well-off families can access them.…”

Section: Literature Reviewmentioning

confidence: 99%

Digital Comics in Online Learning During COVID-19: Its Effect on Student Cognitive Learning Outcomes

Damopolii

Lumembang

İlhan

2021

Int. J. Interact. Mob. Technol.

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<p class="0abstract">Comics have been used as an alternative tool to improve student learning outcomes during the pandemic, but not yet for junior high school science learning.<strong> </strong>The study aims to explore the impact of digital comics in online learning during the COVID-19 pandemic on students' cognitive learning outcomes (CLO). A quasi-experimental research design was used in the study. A total of 42 eighth-grade students participated in the current study. They were randomly assigned to two conditions. The first condition was online learning assisted by digital comic media. The second condition was non-comic online learning. A multiple-choice test developed by the researchers was used to measure students' CLO. Although the number of participants is limited, an independent samples t-test was used to analyze the data because the data was normally distributed. The results show that students' CLO differs significantly between comic and non-comic assisted online learning in favor of comic assisted online learning conditions. The possible reasons behind the findings were discussed. As a conclusion, several suggestions for researchers and teachers were offered.</p>

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“…Resulting challenges and consequences for learners are being highlighted by empirical studies that have promptly been carried out internationally [1,22,[57][58][59][60], partly also considering aspects of the social state and equal opportunities of learners [15,61,62]. Although clear and consistent conclusions are still pending with respect to the causes of reduced learning success of students, various and, finally, interacting factors have been brought to discussion.…”

Section: Digital Teaching and Learning Before And During The Covid-19 Pandemicmentioning

confidence: 99%

University Teacher Students’ Learning in Times of COVID-19

2021

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At the beginning of the COVID-19 pandemic in spring 2020, school and university learning were abruptly switched to distance learning, coming along with psychological strains and various learning lags on the part of the students. These problems come to a head when focusing on university teacher students, since an expectable competence lag on their part, similarly arising from pandemic-caused distance learning in university teacher training, could affect their future teaching in schools, possibly then disadvantaging school students a second time. To determine changes of teacher students’ self-concept of professional knowledge, we used data of a repeated cross-sectional survey carried out in a period from 2018 to 2021, including several comparable cohorts of overall N = 395 teacher students. This design allowed for splitting the participants in two groups relating to times before and after switching to distance learning. Our results show that the switch to distance learning goes hand in hand with lower scores on almost every dimension of teacher students’ self-concept of professional knowledge, although, in parallel, their scores on variables such as openness to experiences, agreeableness, and conscientiousness increased significantly, indicating a certain degree of compliance with the new situation. Beyond that, we report on an evaluative survey among N = 84 teacher students carried out in July 2020, offering further insights into their situation during the first semester of distance learning. Its results primarily show which specific aspects of distance learning the students consider in need of improvement. On the other hand, it becomes clear that they experienced handicaps in various areas, accompanied by a significant decrease of their core self-evaluations when comparing them to a reference sample. Practical implications and recommendations that can be derived from these results are discussed.

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Achievement Gaps in the Wake of COVID-19

Cited by 102 publications

References 26 publications

COVID-19 Restrictions and Its Influence on Students’ Mathematics Achievement in Spain

COVID-19 Restrictions and Its Influence on Students’ Mathematics Achievement in Spain

Digital Comics in Online Learning During COVID-19: Its Effect on Student Cognitive Learning Outcomes

University Teacher Students’ Learning in Times of COVID-19

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