A meta-analysis of the impact of COVID-19 on student achievement

IF 9.6 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Educational Research Review Pub Date : 2024-08-01 DOI:10.1016/j.edurev.2024.100624
{"title":"A meta-analysis of the impact of COVID-19 on student achievement","authors":"","doi":"10.1016/j.edurev.2024.100624","DOIUrl":null,"url":null,"abstract":"<div><p>Despite increasing evidence calculating the extent of COVID learning loss, few researchers have attempted to collect and examine the evidence through meta-analysis. To fill this gap, our meta-analysis seeks to explore the existing research regarding the effects of COVID on learning in reading and mathematics. Our findings illustrate that the learning loss was real and significant compared to previous school years. Applying our rigorous inclusion criteria informed by best evidence synthesis methodology, we identified 30 eligible studies. On average, meta-regression results showed that students lost 0.21 (<em>p</em> = .006) standard deviations of learning during the pandemic school closures. Moderator analysis further showed none of the group comparisons (i.e., subject, grade levels, country and test-type) are statistically significant. In the final section of this article, we provide recommendations for educational policymakers to address this challenge.</p></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":null,"pages":null},"PeriodicalIF":9.6000,"publicationDate":"2024-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Educational Research Review","FirstCategoryId":"95","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S1747938X24000332","RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0

Abstract

Despite increasing evidence calculating the extent of COVID learning loss, few researchers have attempted to collect and examine the evidence through meta-analysis. To fill this gap, our meta-analysis seeks to explore the existing research regarding the effects of COVID on learning in reading and mathematics. Our findings illustrate that the learning loss was real and significant compared to previous school years. Applying our rigorous inclusion criteria informed by best evidence synthesis methodology, we identified 30 eligible studies. On average, meta-regression results showed that students lost 0.21 (p = .006) standard deviations of learning during the pandemic school closures. Moderator analysis further showed none of the group comparisons (i.e., subject, grade levels, country and test-type) are statistically significant. In the final section of this article, we provide recommendations for educational policymakers to address this challenge.

查看原文
分享 分享
微信好友 朋友圈 QQ好友 复制链接
本刊更多论文
COVID-19 对学生成绩影响的元分析
尽管计算 COVID 学习损失程度的证据越来越多,但很少有研究人员尝试通过元分析来收集和研究这些证据。为了填补这一空白,我们的荟萃分析试图探索有关 COVID 对阅读和数学学习影响的现有研究。我们的研究结果表明,与以前的学年相比,学习损失是真实而显著的。根据最佳证据综合方法,我们采用了严格的纳入标准,确定了 30 项符合条件的研究。元回归结果显示,大流行病学校停课期间,学生平均损失了 0.21 (p = .006) 个标准差的学习时间。主持人分析进一步表明,各组比较(即学科、年级、国家和测试类型)均无统计学意义。在本文的最后一部分,我们为教育政策制定者提供了应对这一挑战的建议。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
求助全文
约1分钟内获得全文 去求助
来源期刊
Educational Research Review
Educational Research Review EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
19.40
自引率
0.90%
发文量
53
审稿时长
57 days
期刊介绍: Educational Research Review is an international journal catering to researchers and diverse agencies keen on reviewing studies and theoretical papers in education at any level. The journal welcomes high-quality articles that address educational research problems through a review approach, encompassing thematic or methodological reviews and meta-analyses. With an inclusive scope, the journal does not limit itself to any specific age range and invites articles across various settings where learning and education take place, such as schools, corporate training, and both formal and informal educational environments.
期刊最新文献
A meta-analysis of the correlation between teacher self-efficacy and teacher resilience: Concerted growth and contextual variance A systematic review on how educators teach AI in K-12 education Translating neuroscience to early childhood education: A scoping review of neuroscience-based professional learning for early childhood educators What is next in mobile-assisted reading? Insights from a decade of eye tracking research into cognitive processes Teaching for paradigm shifts: Supporting the drivers of radical creativity in management education
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
现在去查看 取消
×
提示
确定
0
微信
客服QQ
Book学术公众号 扫码关注我们
反馈
×
意见反馈
请填写您的意见或建议
请填写您的手机或邮箱
已复制链接
已复制链接
快去分享给好友吧!
我知道了
×
扫码分享
扫码分享
Book学术官方微信
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术
文献互助 智能选刊 最新文献 互助须知 联系我们:info@booksci.cn
Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。
Copyright © 2023 Book学术 All rights reserved.
ghs 京公网安备 11010802042870号 京ICP备2023020795号-1