Springer eBooks, Год журнала: 2024, Номер unknown, С. 1 - 34
Опубликована: Янв. 1, 2024
Nature Human Behaviour, Год журнала: 2023, Номер 7(3), С. 375 - 385
Опубликована: Янв. 30, 2023
Язык: Английский
Процитировано
314
Reading and Writing, Год журнала: 2022, Номер 36(2), С. 263 - 288
Опубликована: Сен. 27, 2022
This study quantified the possible learning losses in reading and math skills among a sample of Finnish Grade 3 children (n = 198) who spent 8 weeks distance during first wave COVID-19 pandemic spring 2020. We compared their skill development trajectories across Grades 1, 2, 4 to pre-COVID (N 378). also examined if gender, parental education, maternal homework involvement, child's task-avoidant behavior predict children's academic at differently with COVID sample. Children's were tested, mothers reported education teachers rated behavior. The results showed, on average, lower than but there no differences skills. Although had levels reading, developmental not different from before 1 2. From 2 4, however, was slower fluency comprehension sample, math. predictors change samples. showed that particular may have been affected by pandemic.
Язык: Английский
Процитировано
28
Computers and Education Open, Год журнала: 2024, Номер 6, С. 100162 - 100162
Опубликована: Янв. 21, 2024
The closure of schools due to COVID-19 disrupted learning routines thousands students, resulting in reported performance decreases, especially among lower-performing students. However, some studies on students' within intelligent tutoring systems (ITS) also found significant increases for times school closures as compared before. little is known about longitudinal trajectories ITS. Accordingly, we evaluated data from German students (n≈2,700 students; n≈5 million problems) enrolled an ITS mathematics January 2017 until the end May 2021 investigate effect periods (first and second) during, between, after closures. We observed both lower- higher-performing related Importantly, these improvements were more pronounced Together, results suggest that may have helped maintain learning, particularly during beneficial effects persisted at least following months when opened again. As such, use seems appropriate approach distance crisis.
Язык: Английский
Процитировано
6
Опубликована: Апрель 26, 2022
How has the COVID-19 pandemic affected learning progress among school-age children? A growing number of studies address this question, but findings vary depending on context. We conduct a pre-registered systematic review, quality appraisal and meta-analysis 42 across 15 countries to assess magnitude effect learning. find substantial overall deficit (Cohen’s d = -0.14, 95% c.i. -0.17, -0.10), which arose early in persists over time. Forgone is particularly large children from low socio-economic backgrounds. It also larger math than reading, middle-income countries, relative high-income countries. There lack evidence during low-income Future research should gap avoid common risks bias that we identify.
Язык: Английский
Процитировано
24
Educational Research Review, Год журнала: 2025, Номер 47, С. 100667 - 100667
Опубликована: Янв. 31, 2025
Язык: Английский
Процитировано
0
Discover Education, Год журнала: 2025, Номер 4(1)
Опубликована: Фев. 13, 2025
In this paper, we aim to understand maternal perspectives on: (1) COVID-19 pandemic learning impacts for kindergartners from low-income households; and (2) Factors that mitigated or exacerbated on learning. We conducted a qualitative study with 22 mothers of households in the United States who had kindergarten-age children. Through in-depth, semi-structured interviews, reflected their experiences during 2020–21 school year. used an iterative approach developing revising codes themes emerging transcribed interview data until reached thematic saturation. Many noted negative impacts, but some positive they attributed active parental engagement child's Mothers described several family-level school-level supports barriers Fewer pertaining social circle larger community. The most commonly reported included: economic allowed time financial means engage actively learning, mental health strengthen family functioning, regular, timely, open home-school communication.
Язык: Английский
Процитировано
0
Learning and Instruction, Год журнала: 2025, Номер 98, С. 102111 - 102111
Опубликована: Апрель 4, 2025
Язык: Английский
Процитировано
0
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
Процитировано
0
Trends in Neuroscience and Education, Год журнала: 2023, Номер 31, С. 100203 - 100203
Опубликована: Май 3, 2023
In 2020, school closures during the COVID-19 pandemic forced students all over world to promptly alter their learning routines from in-person distance learning. However, so far, only a limited number of studies few countries investigated whether affected students' performance within intelligent tutoring system—such as systems. this study, we effect in Austria by evaluating data (n = 168 students) derived an system for mathematics, which used before and first period closures. We found that increased mathematics compared same previous years. Our results indicate systems were valuable tool continuing education maintaining student Austria.
Язык: Английский
Процитировано
11
Опубликована: Март 1, 2024
This systematic review provides insights on the effects of school closures during COVID-19 pandemic and measures to reduce learning loss while schools were closed. The first meta-analysis losses that covers more developing countries than developed ones. It finds a year closure is associated with equivalent 1.4 years’ worth reopening reduces this 0.7 years. Looking at loss, it tutoring delivered either in-person or through mobile phones has positive, statistically significant effects.
Язык: Английский
Процитировано
4