Scholarly record
STUDENTS’ LEARNING OUTCOMES IN REMOTE LEARNING: INITIAL ANALYSIS
Abstract
education systems in a very short time by organising remote learning for students in general education schools. This change affected the working conditions of all participants in the learning process and presumably the learning outcomes of students. This paper examines the learning outcomes of students of Grades 5-12 during the COVID-19 lockdown. The research was carried out using the data from the electronic school diary “Mano Dienynas” of 22 schools: 11 schools from the favourable (high) SES municipal context and 11 schools from the unfavourable (low) SES municipal context. The total sample was 3747 students from high SES schools and 1942 students from low SES schools. The research results demonstrated that the learning results (marks) of both groups of students in maths and mother tongue (Lithuanian) were higher during the lockdown period than during the regular education that took place a year before. Moreover, the results in maths increased more than in Lithuanian, the learning results of lower grades (Grades 5-8) were higher than those of older grades (Grades 9-12), whereas the marks for tests were lower than those of independent work. The study encourages further investigation into remote learning and learning experiences, since scientific knowledge is of paramount importance in this special Covid-19 period with a fundamental change in educational practice. Keywords: Covid-19, remote learning, learning outcomes, SES
Publication Impact Profile
- Captures
- Mendeley - Readers: 2
Publication details
References5
Engzell, P., Frey, A., & Verhagen, M. D. Learning loss due to school closures during the COVID-19 pandemic. Proceedings of the National Academy of Sciences, 2021, Apr 7; 118 (17): e2022376118.
GL Assessment. Impact of Covid-19 on Attainment – Initial Analysis. 2021.
Jusienė, R., Būdienė, V., Gintilienė, G., Girdzijauskienė, S., & Stonkuvienė, I. (ed.). Nuotolinis vaikų ugdymas pandemijos dėl Covid-19 metu grėsmės bei galimybės ekosisteminiu požiūriu. Vilnius: Vilniaus universiteto leidykla, 2021.
Albert, D., Hanson, J., Skinner, A., Dodge, K. A., Steinberg, L., Deater-Deckard, K., Bornstein, M. H., & Lansford, J. E. Individual differences in executive function partially explain the socioeconomic gradient in middle-school academic achievement. Development Science. E12937. PMID 31912610, 2020.
Chen, L. K., Dorn, Sarakatsannis J., & Wiesinger, A. Teacher survey: Learning loss is global – and significant. Public & Social Sector Practice. McKinsey & Company, 2021.
View or Download full articleAccess options
SWS access login
Login as SWS Scientific CommitteeLogin as SWS Scientific PartnerLogin as SWS AuthorAuthors and approved SWS contributors will read and export their own linked papers after identity matching by SWS profile, email and SGEM GlobalID.
For librarian assistance: [email protected]
Purchase Instant Access
- Article can be downloaded after successful payment.
- Article may be used according to SWS library access terms.
- Article cannot be redistributed.
