The impact of Covid-19 on student achievement: Evidence from a recent meta-analysis

Educational Research Review, Год журнала: 2023, Номер 39, С. 100530 - 100530

Опубликована: Март 21, 2023

This work attempts to synthetize existing research about the impact of Covid-19 school closure on student achievement. It extends previous systematic reviews and meta-analyses by (a) using a more balanced sample in terms country composition, (b) considering new moderators (type data design), (c) including studies tertiary education students addition primary secondary students. Our meta-analysis findings show that pandemic had, average, detrimental effect learning. The magnitude this learning deficit (about 0.19 standard deviations achievement) appears be roughly comparable suffered who have experienced significant disruption their schooling due major natural disaster (e.g., Hurricane Katrina). Students are also found lost ground math/science than other subjects. Additionally, one year or after first lockdown, seem been unable catch up unfinished from pandemic. result suggests efforts should made ensure recover missed order avoid negative long-term consequences for them society.

Язык: Английский

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The connection between distance learning profiles and achievement emotions in secondary mathematics education

European Journal of Psychology of Education, Год журнала: 2025, Номер 40(1)

Опубликована: Янв. 6, 2025

Abstract During the COVID-19 pandemic, distance learning became dominant form of education, utilizing a variety technological resources to activate students and facilitate independent learning. In this study, latent profile analysis was used identify different profiles covariance analyze relationships between identified students’ ( n = 552) achievement emotions in Finnish upper secondary schools 18). The results supported four-profile model contrasting teaching practices against student involvement: largest (32.97%) characterized as deactivating–distracted , followed by deactivating–engaged (24.92%) activating–engaged (24.64%), with smallest (17.57%) being activating–distracted . Here, activation refers focus on participation school support, whereas distraction reflects involvement environment. Notably, exhibited most positive emotions, while associated negative emotions. These highlight importance active participation, promoting engagement, need for support contexts foster

Язык: Английский

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Exploring the Effects of Online Courses on Elementary Students’ Listening, Reading Abilities and Learning Anxiety

RELC Journal, Год журнала: 2025, Номер unknown

Опубликована: Янв. 29, 2025

Limited access to English-speaking environments in contexts such as Taiwan presents a great challenge for learners of English foreign language (EFL). Although synchronous online learning has shown promise fostering authentic and interactive environments, its effectiveness young language, particularly those with limited resources, remained unclear. Therefore, this study examined the effects courses on EFL elementary school students’ listening reading ability, well their levels anxiety. Eighty-nine students participated 10-week courses, receiving around 160 minutes instruction per week. Before after they received pre- post-tests ability filled out anxiety surveys. Using paired sample t-tests, analysis revealed significant enhancements abilities accompanied by reduction associated English. showed some improvement, it was not statistically significant. The findings only underscored potential enhance among resources but also highlighted role mitigating apprehensions. offered pedagogical implications design implementation where traditional may be or inaccessible.

Язык: Английский

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Examining the Relationships between Academic Intrinsic Motivation, Online Learning Self-Efficacy, and Online Student Engagement: A Study on Distance Education Students

Journal of Computer and Education Research, Год журнала: 2025, Номер 13(25), С. 80 - 105

Опубликована: Фев. 26, 2025

This research explored the relationships between online learning self-efficacy, academic intrinsic motivation, and student engagement in learning, with particular attention given to mediating role of motivation on self-efficacy's influence engagement. A model was formulated alignment study's hypotheses. Using a quantitative approach, study applied both descriptive relational survey models. The sample comprised 185 associate degree students participating distance education program at state university. Data collection conducted through structured questionnaire. hypotheses were tested using Partial Least Squares Structural Equation Modeling (PLS-SEM) method. findings supported hypotheses, revealing that self-efficacy positively influenced Additionally, it discovered indirectly affected engagement, serving as mediator.

Язык: Английский

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Recommendations Based on Experiences of Pandemic‐Led Remote Mathematics Teaching in Pre‐K–12 Contexts: A Systematic Review From the Activity Theory Perspective

Journal of Computer Assisted Learning, Год журнала: 2025, Номер 41(3)

Опубликована: Апрель 7, 2025

ABSTRACT Background In the aftermath of COVID‐19 pandemic, it is critical to reflect holistically on experiences gained in past few years. We thus review research remote mathematics teaching Pre‐K–12 contexts, utilising Activity Theory as a theoretical lens for synthesis. Objectives Drawing from comprehensive overview activity system, we aim identify needs requiring follow‐up action and make recommendations enhance post‐pandemic education. Methods followed Preferred Reporting Items Systematic Reviews Meta‐Analysis (PRISMA) 2020 statement search relevant empirical studies published between January December 2023 Scopus Web Science databases. Content analysis these ( n = 180) yielded information pertinent each constituent theory: subjects (e.g., teachers; students with special education needs), tools applications; online educational resources), objects outcomes decreased students' achievement; applications fully instructional approaches), community division labour support caregivers), rules assessment methods). Results Conclusions It now priority provide remedial programmes, which help catch up their learning. also recommend technology‐enhanced approaches normal school days equip both teachers an increasingly digital world. This contributes our understanding pandemic‐led future needed advance sector.

Язык: Английский

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Mathematics-related achievement emotions – Interaction between learning environment and students' mathematics performance

Learning and Individual Differences, Год журнала: 2024, Номер 113, С. 102486 - 102486

Опубликована: Июнь 19, 2024

Язык: Английский

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A study on the influencing factors of university students’ online persistent learning supported by intelligent technology in the post-pandemic era: an empirical study with PLS-SEM

Interactive Learning Environments, Год журнала: 2023, Номер 32(9), С. 4789 - 4811

Опубликована: Май 2, 2023

Online learning became more commonplace all over the world in post-pandemic era; however, research on how to promote Persistent Learning (OPL) was still its infancy. Therefore, this study aimed analyse influencing factors of Supported by Intelligent Technology (OPLSIT) based dimensions user's stickiness, dispositional trust and satisfaction. The Partial Least Squares Structural Equation Model (PLS-SEM) method used data collected from 385 students who experienced online supported intelligent technology (OLSIT). results showed that satisfaction has a significant positive impact OPL. In addition, user stickiness were also two important predictors intention, social presence cognitive positively correlated with satisfaction, which indirectly influence anxiety had negatively affected suggestions enhance OPLSIT put forward perspectives teaching presence, emotional intention for design development tools.

Язык: Английский

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Enhancing learning experiences: EEG-based passive BCI system adapts learning speed to cognitive load in real-time, with motivation as catalyst

Frontiers in Human Neuroscience, Год журнала: 2024, Номер 18

Опубликована: Окт. 7, 2024

Computer-based learning has gained popularity in recent years, providing learners greater flexibility and freedom. However, these environments do not consider the learner’s mental state real-time, resulting less optimized experiences. This research aimed to explore effect on experience of a novel EEG-based Brain-Computer Interface (BCI) that adjusts speed information presentation real-time during task according cognitive load. We also explored how motivation moderated effects. In accordance with three experimental groups (non-adaptive, adaptive, adaptive motivation), participants performed calibration ( n -back), followed by memory-based concerning astrological constellations. Learning gains were assessed based performance task. Self-perceived workload, absorption satisfaction using post-test questionnaire. Between-group analyses Mann–Whitney tests suggested combining BCI motivational factors led more significant an improved experience. No difference existed between without factor regular non-adaptive interface for overall gains, self-perceived absorption. who undertook experiment imposed pace reported higher their level temporal stress. Our findings suggest BCI’s potential applicability feasibility improving memorization-based Further work should seek optimize index generalizability other contexts.

Язык: Английский

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Self-efficacy in a MOOC environment: A comparative study of engineering students in Taiwan and Vietnam

Knowledge Management & E-Learning An International Journal, Год журнала: 2023, Номер unknown, С. 64 - 84

Опубликована: Март 15, 2023

Most previous studies have focused on learners’ self-efficacy in face-to-face learning environments, while few delved into that of MOOC learners. No research has touched upon the engineering students developed and developing countries. This compared levels Taiwan Vietnam examined factors predicting their self-efficacy. An online 11-point Likert scale was sent to 222 two sites. independent t-test run compare students. A regression analysis model used understand which demographic variables were associated with students’ Focus group discussions conducted 30 Quantitative qualitative data helped converge corroborate findings. There no significant differences (p > 0.05) Students both universities gave lowest ratings English subscale highest subscale. Mean scores ranged from 5.24 6.44. moderately self-efficacious three dimensions scale. Factors included proficiency levels, number prior MOOCs, age, self-regulation. Implications for design study also given research.

Язык: Английский

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Developing an electronic module based on mathematical literacy to enhance students' mathematical reasoning

Jurnal Elemen, Год журнала: 2023, Номер 9(1), С. 197 - 210

Опубликована: Янв. 1, 2023

This study aims to produce an e-module based on mathematical literacy with a valid, effective, and feasible problem-based learning approach improve students' reasoning in multivariable calculus material. research used development method the stages: analysis, design, development, evaluation. The subjects involved fifth-semester mathematics education department. Small group trials 17 students large 35 students. instruments included validation sheets, student worksheets, questionnaires, ability test questions. Data collection results of as validity, effectiveness, questionnaire feasibility. analysis was descriptively qualitatively. produced that is very for improving abilities developed has potential significant differences increases abilities. In addition, can be alternative solution electronic teaching.

Язык: Английский

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