Learning loss during Covid-19: An early systematic review

Donnelly, Robin; Patrinos, Harry Anthony

doi:10.1007/s11125-021-09582-6

Cited by 244 publications

(198 citation statements)

References 11 publications

(18 reference statements)

Supporting

Mentioning

165

Contrasting

Unclassified

Order By: Relevance

“…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: 67%

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

Miravet

Alegre

2022

Education Sciences

View full text Add to dashboard Cite

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.

show abstract

Section: Discussionsupporting

confidence: 67%

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

Miravet

Alegre

2022

Education Sciences

View full text Add to dashboard Cite

show abstract

“…Moreover, it is obvious that students have feared for their and their loved ones' health and life, which has made it difficult for them to concentrate on their studies (Reimers 2022). All of this has resulted in increasing difficulties and educational inequalities (Eyles et al 2020;Donnelly and Patrinos 2021;Liu 2021).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Parents’ Expectations about Educational Institutions during the Pandemic: Results of Nationwide Questionnaire Research in Poland

Szczudlińska-Kanoś

Marzec

Freund

2022

Risks

View full text Add to dashboard Cite

(1) Background: The coronavirus pandemic has highlighted the problem of combining work and private life. The pandemic conditions have turned out to be particularly difficult for parents who, due to changes in the organization of the education system, have been forced to reconcile their professional duties with the raising of childcare. Thanks to the recommendations for cooperation between schools and parents proposed in this study, it will be possible to reduce the risk and uncertainty of achieving common goals of the education system. (2) Methods: In the preparation of nationwide research, a questionnaire was provided to a sample of 10,331 respondents, including 7800 professional parents, in a trial form before a transition to the study of children. (3) Results: The analysis of the data showed that educational institutions should shape their activities based on cooperation with the family environment of children. (4) Conclusions: Educational institutions can help working parents in times of increased uncertainty. Parents reported that in caring for children, it would be helpful to operate educational institutions in stationary mode. Moreover, they expect increases in extracurricular and extra-curricular activities.

show abstract

“…Learning losses due to COVID disruptions may have occurred in undergraduate STEM education for a variety of reasons ( 12 ). Many educators were required to quickly adapt courses and laboratories to online, hybrid, or physically distanced modes of learning.…”

Section: Remediation Of Materialsmentioning

confidence: 99%

Navigating the “COVID hangover” in physiology courses

Schaefer

2022

Advances in Physiology Education

View full text Add to dashboard Cite

Undergraduate educators and students must navigate lingering after-effects of the COVID pandemic on education in the 2021-2022 academic year even as COVID continues to impact delivery of undergraduate science education. This article describes ongoing difficulties for undergraduate STEM students and educators and suggests strategies and easy-to-use resources that may help educators navigate the "COVID hangover" and ongoing COVID-related disruptions.

show abstract

Learning loss during Covid-19: An early systematic review

Cited by 244 publications

References 11 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

Parents’ Expectations about Educational Institutions during the Pandemic: Results of Nationwide Questionnaire Research in Poland

Navigating the “COVID hangover” in physiology courses

Contact Info

Product

Resources

About