The Effects of COVID-19 in the Learning Process of Primary School Students: A Systematic Review

Amate, José Jesús Sánchez; Rosa, Antonio Luque de la; Cáceres, Rafaela Gutiérrez; Serrano, Alejandro Vargas

doi:10.3390/educsci11100654

Cited by 13 publications

(8 citation statements)

References 14 publications

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“…Our findings constitute evidence that there is a lack of either skills or appropriate equipment for e-learning. Summarizing, we must point out that our findings are relevant to those of previous studies [25]. However, in our study, we focus on a specific period during which the use of ICT became mandatory.…”

Section: Discussionmentioning

confidence: 60%

Exploring Primary School Teachers’ Intention to Use E-Learning Tools during the COVID-19 Pandemic

Aivazidi

Michalakelis

2021

Education Sciences

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It is commonly accepted that the COVID-19 pandemic has had a crucial effect on many aspects of people’s lives. The limitations placed on human relations have also affected education. The mandatory implementation of e-learning and the use of the information and communication technology tools in the teaching process have been the most important changes at all educational levels. However, the teaching staff plays a key role in every educational change. In this study, we examined the intention of elementary school teachers to use an e-learning platform. Our findings are consistent with those of previous studies, which have found that teaching skills, teachers’ beliefs, and the appropriate infrastructure are all critical factors for the successful implementation of information technology in the educational process.

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Section: Discussionmentioning

confidence: 60%

Exploring Primary School Teachers’ Intention to Use E-Learning Tools during the COVID-19 Pandemic

Aivazidi

Michalakelis

2021

Education Sciences

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“…Currently, there is no differentiated picture of student achievement, and particularly of elementary school children’s reading achievement, during or after the restrictions related to the COVID-19 pandemic compared to before the pandemic. Several publications have already dealt with the effects of the COVID-19 pandemic on students in terms of wellbeing, school achievement, and their interactions (e.g., Hammerstein et al, 2021 ; Rose et al, 2021 ; Sánchez Amate et al, 2021 ). Different approaches were pursued, including a focus on theoretical considerations (e.g., Schneider et al, 2021 ), teacher surveys (e.g., Reimers and Schleicher, 2020 ; for Germany: McElvany et al, 2021 ), and parent surveys (e.g., Reimers and Schleicher, 2020 ; Steinmayr et al, 2021 ).…”

Section: Reading and The Impact Of The Covid-19 Pandemicmentioning

confidence: 99%

COVID-19 Pandemic and Student Reading Achievement: Findings From a School Panel Study

et al. 2022

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Since 2020, the COVID-19 pandemic had an impact on education worldwide. There is increased discussion of possible negative effects on students’ learning outcomes and the need for targeted support. We examined fourth graders’ reading achievement based on a school panel study, representative on the student level, with N = 111 elementary schools in Germany (total: N = 4,290 students, age: 9–10 years). The students were tested with the Progress in International Reading Literacy Study instruments in 2016 and 2021. The analysis focused on (1) total average differences in reading achievement between 2016 and 2021, (2) average differences controlling for student composition, and (3) changes in achievement gaps between student subgroups (i.e., immigration background, socio-cultural capital, and gender). The methodological approach met international standards for the analysis of large-scale assessments (i.e., multiple multi-level imputation, plausible values, and clustered mixed-effect regression). The results showed a substantial decline in mean reading achievement. The decline corresponds to one-third of a year of learning, even after controlling for changes in student composition. We found no statistically significant changes of achievement gaps between student subgroups, despite numerical tendencies toward a widening of achievement gaps between students with and without immigration background. It is likely that this sharp achievement decline was related to the COVID-19 pandemic. The findings are discussed in terms of further research needs, practical implications for educating current student cohorts, and educational policy decisions regarding actions in crises such as the COVID-19 pandemic.

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“…In the study by Sánchez Amate et al (2021) analyzed the effects of COVID-19 in the Learning Process of Primary School Students through a systematic review of the empirical studies carried out on this particular topic. In this way, the research tried to address the repercussions of COVID-19 at the educational level, specifically in the primary education stage, for which it delved into how it has affected the teaching-learning process at these levels in all its complexity.…”

Section: Resultsmentioning

confidence: 99%

“…The research raises as conclusions the existence of a digital gap in certain groups of the child population and a lack of teacher training to deal with situations with these characteristics. These problems hinder the teaching-learning process and contribute to increasing social differences in this population group ( Sánchez Amate et al, 2021 ).…”

Section: Resultsmentioning

confidence: 99%

Emptiness in the study of emotions in the teaching-learning process of reading-writing during the COVID-19 pandemic

et al. 2022

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The teaching-learning process of reading and writing has great relevance in the psycho-emotional and socio-psychological development of school-age children. This is an exercise in which they develop imagination, attention and memory capacity and through this process the management of emotions and sensitivity and capacity of apprehension of reality. The crisis derived from the COVID-19 pandemic transformed reality in an unprecedented way in the recent history of humanity and the educational context was shaken by all these changes. With confinement, the teaching-learning process of reading and writing, which is designed to take place in person, had to be developed in a hybrid or online way, which was a major challenge for teachers and families and, of course, also for children who were in the process of learning. One of the aspects that was blurred in this context was the role of the teacher, which in this case is one of the most important elements, to achieve adequate learning of reading and writing. On one hand, the teacher is in charge of helping to manage the emotions derived from the learning process itself and, on the other hand, he is a key figure so that this is not only technical learning but also contributes to the child’s socio-emotional development. The aim of this study was to analyze the impact of the socio-psychological changes that have occurred in the educational context since the COVID-19 pandemic on the emotions linked to the teaching process, learning of reading and writing through a systematic review of the studies carried out on the subject, in order to provide recommendations for face-to-face learning in the post-COVID-19 era. A systematic review strategy was devised and the literature search was conducted. The search was conducted using ERIC, Dialnet, Scopus, WoS, EBSCO, and Google Scholar databases. This systematic review took place during the month of May 2022. The results show that given the scarce presence of empirical studies on the subject, the objective has only been partially met. However, a systematic review of the studies carried out on the subject. For the identification of recommendations in the development of face-to-face learning in the post-covid era, it has been possible to identify some ideas of interest for future curricular designs in primary school students who are immersed in learning to read and write.

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The Effects of COVID-19 in the Learning Process of Primary School Students: A Systematic Review

Cited by 13 publications

References 14 publications

Exploring Primary School Teachers’ Intention to Use E-Learning Tools during the COVID-19 Pandemic

Exploring Primary School Teachers’ Intention to Use E-Learning Tools during the COVID-19 Pandemic

COVID-19 Pandemic and Student Reading Achievement: Findings From a School Panel Study

Emptiness in the study of emotions in the teaching-learning process of reading-writing during the COVID-19 pandemic

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