Effects of remote learning during COVID-19 lockdown on children’s learning abilities and school performance: A systematic review

Cortés-Albornoz, María Camila; Ramírez-Guerrero, Sofía; García-Guáqueta, Danna Paola; Vélez-van-Meerbeke, Alberto; Talero-Gutiérrez, Claudia

doi:10.1016/j.ijedudev.2023.102835

Cited by 18 publications

(5 citation statements)

References 36 publications

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“…Apart from these general impacts of online learning, a systematic review discovered online learning during the COVID-19 period had a negative impact on children’s academic performance in mathematics, reading, language and spelling, and biology. Several factors contribute to this negative impact, such as socio-economic status (family type and family income), access to technology, the learning environment, the quality of online class resources, and feedback from teachers ( Cortés-Albornoz et al, 2023 ). Dvorsky et al (2023) summarized challenges faced by children and adolescents with special educational needs and dis/abilities during the COVID-19 period.…”

Section: Literature Reviewmentioning

confidence: 99%

Online learning during the COVID-19 pandemic: the wellbeing of Chinese migrant children—a case study in Shanghai

Ding,

Wu,

Zhou

2024

Front. Psychol.

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IntroductionThis study uses Bronfenbrenner’s bioecological model as its theoretical framework to consider the findings of an investigation of the emotional, social, and physical wellbeing of Chinese migrant children and lessons learned from the COVID-19 pandemic in urban areas. This study expands our perspective by combining the views of students, parents, and teachers to explore the emotional, social and physical wellbeing of migrant children in Shanghai who were participating in online learning during the COVID-19.MethodsObservation and semi-structured interviews were carried out to collect data for this case study. Thirty-one migrant children, nine parents, 10 teachers and a school principal from a Shanghai junior high school participated in this research. Qualitative data were analyzed using thematic analysis.Results and DiscussionThe findings indicated that although video-recorded lessons were high quality, it put pressure on migrant children due to the lessons containing only new material with no reviews and reduced opportunities for them to interact with their own teachers. In addition, the differences in study progress between the migrant children and the local children that showed up during the online learning, and neglect from teachers and policymakers, made the migrant children anxious, angry and confused about their future. Besides, parents install monitors at home to support their children’s online learning, but it had the opposite effect and simply provoked increased conflicts between children and their parents. Finally, although the online lessons have affected the optical health of students, the subsequent additional cooking lessons have mitigated the optical health problem and strengthened the connections between home and school.ConclusionThe inequalities of education encountered by migrant children during the COVID-19 period have made them realize the disparities they have suffered in Shanghai. The exposure of this problem raises the prospect of a reform of educational policies for migrant children in the future.

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Section: Literature Reviewmentioning

confidence: 99%

Online learning during the COVID-19 pandemic: the wellbeing of Chinese migrant children—a case study in Shanghai

Ding,

Wu,

Zhou

2024

Front. Psychol.

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“…However, online learning also negatively impacted student performance, as they lacked a direct and immediate contact with their teacher. Many studies investigated the effects of remote education during the COVID-19 pandemic on students' performance [6][7][8][9]. In general, academic performance was found to be negatively influenced by the lockdown [9].…”

Section: Introductionmentioning

confidence: 99%

“…Many studies investigated the effects of remote education during the COVID-19 pandemic on students' performance [6][7][8][9]. In general, academic performance was found to be negatively influenced by the lockdown [9]. In primary and secondary schools, teachers, students and their parents most often reported disorganization, motivation and behavioral changes as major influences on underperformance [10][11][12].…”

Section: Introductionmentioning

confidence: 99%

Comparing University Students’ Performance in the Statistical Processing and Visualization of Laboratory Data before, during and after the COVID-19 Pandemic

Pašák,

Palcut

2024

Education Sciences

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The face-to-face education system around the world unexpectedly collapsed in March 2020 due to the COVID-19 pandemic. The priority education process became remote education and activities related to self-study and self-education. This paper investigates how university students’ performance has been influenced by remote learning during the lockdown period. Academic performance is evaluated by measuring the time required to complete specific homework in statistical data processing. Comparisons of performance are made for before, during and after the pandemic period. This study examines a population of third-year university students majoring in Materials Science and Engineering. The students were asked to complete a specific homework requiring the processing and evaluation of random laboratory data using analytical software. The delivery times of the completed homework before, during and after the lockdown period are compared. It has been found that although the students had to spend more time on their task during the pandemic, their relative performance remained unchanged and was comparable to that of pre-pandemic. After the end of the lockdown period, an increase in academic performance was noted. Our results suggest that the sudden transition to remote education may have been beneficial for the long-term performance of a group of selected university students in data processing and evaluation. The findings support the idea that teachers and their institutions should be willing to use a variety of teaching methods. The inclusion of remote learning methods in university instruction is encouraged.

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“…The US public health response to the COVID-19 pandemic included school closures, with nearly all public schools completely closed for in-person instruction by the end of March 2020 for the academic year and not reopening until January 2022. 1 Despite evidence that the COVID-19 pandemic and school closures led to worsening mental health, including suicidality, 2 3 academic performance [4][5][6] and declines in the dispensing of prescription medications for acute infections, in children and adolescents in the USA, 7 the association between school closures and the use of prescription medications, particularly antidepressants and attention deficit hyperactivity disorder (ADHD) medications, is not known. In this study, we analysed changes in the use of prescription medications alongside patterns of school closures in the USA.…”

Section: Introductionmentioning

confidence: 99%

School closures and prescription medication use among children and adolescents before and during the COVID-19 pandemic in the USA, 2019–2022

Mirza,

Shooshtari,

Qato

2024

bmjpo

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The impact of schools closing for in-person instruction in the USA during the COVID-19 pandemic on the use of prescription medications is not known. In this study, we examined changes in the total prescriptions filled, specifically for attention deficit hyperactivity disorder (ADHD) medications, among school-aged children and adolescents aged 10–19 years during periods before and after complete school closures between October 2019 and September 2022. Our findings indicate that complete school closures were associated with declines in the use of ADHD medications among younger populations in the USA. These findings suggest that the underuse of ADHD medications may be an overlooked contributor to declines in academic performance observed during periods of school closures during the COVID-19 pandemic.

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Effects of remote learning during COVID-19 lockdown on children’s learning abilities and school performance: A systematic review

Cited by 18 publications

References 36 publications

Online learning during the COVID-19 pandemic: the wellbeing of Chinese migrant children—a case study in Shanghai

Online learning during the COVID-19 pandemic: the wellbeing of Chinese migrant children—a case study in Shanghai

Comparing University Students’ Performance in the Statistical Processing and Visualization of Laboratory Data before, during and after the COVID-19 Pandemic

School closures and prescription medication use among children and adolescents before and during the COVID-19 pandemic in the USA, 2019–2022

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