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

Pietro, Giorgio Di

doi:10.1016/j.edurev.2023.100530

Cited by 42 publications

(23 citation statements)

References 96 publications

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“…Our findings are supported by a recent meta-analysis investigating student learning outcome across various countries by De Pietro et al . concluding with a significant learning deficit in math and science, as a consequence of pandemic learning, indicating that long-term support in STEM subjects might be required for school and early-stage university students, allowing equal and fair chances for all learners catching up with their learning [40].…”

Section: Discussionmentioning

confidence: 99%

Learn!Bio- A time-limited cross-sectional study on biosciences students’ pathway to resilience during and post the Covid-19 pandemic at an UK university from 2020-2023 and insights into future teaching approaches

Andrews,

Stoneley,

Eckl

2024

Preprint

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Higher education in biosciences is significantly informed by hands-on field trips and practical laboratory skills-training. With the first Covid-19 national lock-down in England in March 2020, on-campus education at higher education institutions was swiftly moved to alternative provisions, including online only options, a mix of synchronous or asynchronous blended, or hybrid adaptions. Students enrolled on an undergraduate bioscience programme have been faced with unprecedented changes and interruptions to their education. This study aimed to evaluate bioscience students' ability to adjust to a fast-evolving learning environment and to capture students' journey building up resilience and graduate attributes. Bioscience undergraduate students in years 1-3 at the biology department at a Northwest English university participated in this anonymous, cross-sectional, mixed-method study with open and closed questions evaluating their perception and feedback to remote and blended learning provisions during the Covid-19 pandemic and post pandemic learning capturing academic years 2019/20 to 2022/23. The Covid-19 pandemic and the consequent restriction of personal social interaction resulted in an significant decrease in the mental wellbeing of undergraduate bioscience students in this study, cumulating in poor or very poor self-rating of wellbeing in spring 2021; while at the same time students showed evidence of advanced adaption to the new learning and social environment by acquisition of additional technical, social and professional graduate-level skills, indicative of an, albeit unconscious, transition to resilience. Post pandemic, bioscience students worry about the increased living costs and are strongly in favour of a mixture of face-to-face and blended learning approaches. Our results show that bioscience students can experience poor mental health while developing resilience, indicating tailored support can aid students' resilience performance. Students have adjusted with ease to digital teaching provisions and expect higher education institutions continue to offer both, face-to-face, and blended teaching, reducing the burden on students' significantly risen living costs.

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Section: Discussionmentioning

confidence: 99%

Learn!Bio- A time-limited cross-sectional study on biosciences students’ pathway to resilience during and post the Covid-19 pandemic at an UK university from 2020-2023 and insights into future teaching approaches

Andrews,

Stoneley,

Eckl

2024

Preprint

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“…That is no longer a dubious claim. The effects of the COVID-19 pandemic alone have forced us to face undesirable realities and overwhelming challenges (Di Pietro, 2023;Hass et al, 2023;Okagbue et al, 2023;Skar et al, 2023). These challenges appear worldwide, albeit in different forms.…”

Section: How Should We Critically Look At and Meet Desired Outcomes A...mentioning

confidence: 99%

Moving forward in the world: Outcomes and communication for effective reform

Salvatore

2024

Future in Educational Research

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Recent years have given rise to an overwhelming number of challenges, thus complicating the prioritization of desirable outcomes in education. Clarity of purpose is difficult to generate when competing forces rage simultaneously. Yet, success in education reform depends on clear objectives. To encourage clarity in thought and action, this short essay discusses three salient notions: essential outcomes, communication pathways between micro, meso, and macro levels, and the practical ramifications of limited conceptions of “world.” In the inquisitive and explorative spirit of CIES, and in line with the queries that prompted this response, I offer a series of related reflections for each notion, which I hope will spark conversation and embolden our commitment to critical deliberations and thoughtful initiative.

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“…Consequently, students were required to rapidly shift to distance learning scenarios [3] , [4] , [5] , [6] , [7] , [8] , relying on digital learning software—such as intelligent tutoring systems 1 —for distance learning, in lieu of traditional in-person schooling [ 9 , 10 ]. While the devastating impact of school closures on students' performance has been studied excessively with data from large-scale assessments [11] , [12] , [13] , [14] , [15] , [16] , [17] , [18] , with most studies reporting performance losses during school closures [19] , [20] , [21] , only a limited number of studies have thus far evaluated the effect of school closures on students’ performance within intelligent tutoring systems [ 10 , [22] , [23] , [24] , [25] ]. Therefore, we looked at students from Austria who studied mathematics using the intelligent tutoring system Bettermarks, with the aim to evaluate their longitudinal performance changes during school closures compared to before.…”

Section: Introductionmentioning

confidence: 99%

Performance increases in mathematics during COVID-19 pandemic distance learning in Austria: Evidence from an intelligent tutoring system for mathematics

Spitzer

Moeller

2023

Trends in Neuroscience and Education

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

Cited by 42 publications

References 96 publications

Learn!Bio- A time-limited cross-sectional study on biosciences students’ pathway to resilience during and post the Covid-19 pandemic at an UK university from 2020-2023 and insights into future teaching approaches

Learn!Bio- A time-limited cross-sectional study on biosciences students’ pathway to resilience during and post the Covid-19 pandemic at an UK university from 2020-2023 and insights into future teaching approaches

Moving forward in the world: Outcomes and communication for effective reform

Performance increases in mathematics during COVID-19 pandemic distance learning in Austria: Evidence from an intelligent tutoring system for mathematics

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