A systematic review and meta-analysis of the evidence on learning during the COVID-19 pandemic.
h t t p s : / / e d u d o c . c h / r e c o r d / 2 2 9 4 0 4
To what extent has the learning progress of school-aged children slowed down during the COVID-19 pandemic? A growing number of studies address this question, but findings vary depending on context. Here we conduct a pre-registered systematic review, quality appraisal and meta-analysis of 42 studies across 15 countries to assess the magnitude of learning deficits during the pandemic. We find a substantial overall learning deficit (Cohen's d = -0.14, 95% confidence interval -0.17 to -0.10), which arose early in the pandemic and persists over time. Learning deficits are particularly large among children from low socio-economic backgrounds. They are also larger in maths than in reading and in middle-income countries relative to high-income countries. There is a lack of evidence on learning progress during the pandemic in low-income countries. Future research should address this evidence gap and avoid the common risks of bias that we identify. (DIPF/Orig.).
Schlagwörter
Metaanalyse, Systematic Review, Schüler, Lernerfolg, Lernen, COVID-19, Pandemie, Internationaler Vergleich, Australien, Belgien, Brasilien, Deutschland, Dänemark, Italien, Kolumbien, Mexiko, Niederlande, Schweden, Schweiz, Spanien, Südafrika (Staat), USA,
| Beigaben | Literaturangaben; Abbildungen; Tabellen |
|---|---|
| Sprache | englisch |
| Dokumenttyp | Zeitschriftenaufsatz |
| ISSN | 2397-3374 |
| DOI | 10.1038/s41562-022-01506-4 |
| Erfasst von | DIPF | Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main |
| Update | 2023/1 |
