An Examination of the Association between Learning Modality and Academic Achievement during the COVID-19 Pandemic

Autor/in	Glenn, Matthew
Titel	An Examination of the Association between Learning Modality and Academic Achievement during the COVID-19 Pandemic
Quelle	(2022), (113 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Aurora University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3776-0563-8
Schlagwörter	Hochschulschrift; Dissertation; COVID-19; Pandemics; Elementary Schools; Middle Schools; Learning Modalities; Correlation; Blended Learning; Distance Education; Online Courses; In Person Learning; Public Schools; Charter Schools; Socioeconomic Status; Enrollment; Mathematics Achievement; Reading Achievement + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Elementary school; Grundschule; Volksschule; Middle school; Mittelschule; Mittelstufenschule; Lernumgebung; Korrelation; Distance study; Distance learning; Fernunterricht; Online course; Online-Kurs; Public school; Öffentliche Schule; Charter school; Charter-Schule; Socio-economic status; Sozioökonomischer Status; Einschulung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Leseleistung
Abstract	This causal-comparative ex-post-facto study examined the association between learning modality and academic achievement during the COVID-19 pandemic. The COVID-19 pandemic created an environment in which multiple modalities of learning, including blended and remote classrooms, were occurring simultaneously, challenging the existing practices of the in-person model, around which most K-12 education is organized. This study analyzed a total of 3,182 public and charter K-8 schools in Illinois to determine how school-level teacher assessments of Ambitious Instruction, as measured by the 5Essentials, and student performance on the Illinois Assessment of Readiness (IAR) math and reading assessments changed from 2019, prior to the pandemic, to 2021 by learning modality. The study also examined the impact of socioeconomic status and building enrollment on these changes. Although Ambitious Instruction ratings and IAR math and reading proficiency decreased across all learning modalities from 2019 to 2021, significantly greater decreases were observed among schools that chose remote learning, while in-person schools experienced the least decline. No statistically significant differences based on the socioeconomic status or size of the schools were observed, although a significant association between socioeconomic status and modality was observed, with poorer schools more likely to opt for remote learning than richer schools, suggesting that challenges to implementation may have negatively impacted the potential effectiveness of this modality. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01