Did students learn less during the COVID-19 pandemic? Reading and mathematics competencies before and after the first pandemic wave.

Autor/inn/en	Schult, Johannes; Mahler, Nicole; Fauth, Benjamin; Lindner, Marlit A.
Titel	Did students learn less during the COVID-19 pandemic? Reading and mathematics competencies before and after the first pandemic wave. Gefälligkeitsübersetzung: Haben Schüler während der COVID-19-Pandemie weniger gelernt? Lese- und Mathematikkompetenzen vor und nach der ersten Pandemiewelle.
Quelle	In: School effectiveness and school improvement, 33 (2022) 4, S. 544-563Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0924-3453; 1744-5124
DOI	10.1080/09243453.2022.2061014
Schlagwörter	Kompetenz; Schule; Schülerleistung; Lernen; Lernumgebung; Pandemie; Leseverstehen; Mathematikunterricht; Fernstudium
Abstract	The COVID-19 pandemic disrupted classes in spring 2020. Temporary school closures supposedly led to a considerable learning loss, particularly for low-achieving students. Teachers faced challenges of remote learning environments. Students spent less time learning. The present study investigates the competencies of fifth graders in Baden-Wurttemberg, Germany, using large-scale assessments in reading and mathematics from annual mandatory tests in September (each n ) 80,000). Competence scores were slightly lower in 2020 (after 2 months of school closures) compared with the three previous years (-0.07 SD for reading comprehension, -0.09 for operations, and -0.03 for numbers). Regarding mathematics, low-achieving students seem to have a learning backlog that deserves attention in future education. School characteristics such as the average sociocultural capital and the proportion of students with a migration background played a minor role in mediating the schools' learning loss. Still, lower sociocultural capital was positively associated with larger learning loss in mathematics. (ZPID).
Erfasst von	Leibniz-Institut für Psychologie, Trier
Update	2024/1