Bailey, D. H., Duncan, G. J., Murnane, R. J., & Au Yeung, N. (2021). Achievement Gaps in the Wake of COVID-19. Educational Researcher, 50(5), 266-275. https://journals.sagepub.com/doi/abs/10.3102/0013189X211011237
The study explains how much academic disparities between high- and low-income students in US primary schools will narrow as a consequence of disruptions to classroom learning and home life caused by COVID. Although projections varied, respondents demonstrated an overwhelming agreement that gaps will widen.
Poletti, M. (2020). Hey teachers! Do not leave them kids alone! Envisioning schools during and after the coronavirus (COVID-19) pandemic. Trends in neuroscience and education, 20, 100140. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7426210/
The article explains how schools can overcome the barrier of isolation to bridge the gap created by their closure due to COVID-19. Educational systems should devise strategies for closing the increasing achievement gap once the epidemic is finished or under control and school is permitted to resume.
Naqvi, W. M., & Sahu, A. (2020). Paradigmatic Shift in the Education System in a Time of COVID 19. Journal of Evolution of Medical and Dental Sciences, 9(27), 1974-1976. https://d1wqtxts1xzle7.cloudfront.net/68587250/arti_20sahu-g6_201_20—-SHORT_20C-with-cover-page-v2.pdf?Expires=1645418435&Signature=BCAc0SHePRwy-rQUEq0lMsfetxIVzOrdK96bRtAWEjtCRtOI5lzWY4JsALR5W0SKdmu9y6el3uiLbIupHxwda0QtaAHeedo7BmfVavD4AdF0vXPqaMTxDrQ0CDMZ3Ca0xGXE21hFHaScf08YnjUG1Mu4wW0WEEWZA5Qj6bgJ2SpmNfrlIG0J2UXOe7mDwWCa-grWEMxHE2Tmnv7quPmSyUBjwD8gExiDf3pnXJEfXSWT77R1EdGcfFkfj7ImDxshJ0y6kg-gw5yFBzKuR~7DP-mMTt5zsFT6PsH2BhTpcefAhVXOgHAc7vMtNeOZndp1tbtgFaWu79ReAFQ7dloSBA__&Key-Pair-Id=APKAJLOHF5GGSLRBV4Z
The study explains the Educational System’s Paradigmatic Shift in the COVID Era. The global shutdown of educational institutions has hampered learning and growth. Unprepared parents for remote learning and homeschooling may lead to missed opportunities, childcare shortages, uneven access to digital education portals, increasing strain on education institutions that stay open, and a spike in dropout and social isolation.
Kuhfeld, M., Soland, J., Tarasawa, B., Johnson, A., Ruzek, E., & Liu, J. (2020). Projecting the potential impact of COVID-19 school closures on academic achievement. Educational Researcher, 49(8), 549-565. https://journals.sagepub.com/doi/full/10.3102/0013189X20965918
Based on absenteeism literature estimates and analysis of summer learning patterns for 5 million children, Kuhfeld et al made a series of forecasts of COVID-19-related education loss in this research. The researchers predict how the COVID-19 closings might exacerbate achievement gaps by education Income and highlight why impacts on racial/ethnic inequalities are particularly challenging to forecast given the known disparities in access to distant learning by school poverty level.
Parolin, Z., & Lee, E. K. (2021). Large socio-economic, geographic and demographic disparities exist in exposure to school closures. Nature human behaviour, 5(4), 522-528. https://www.nature.com/articles/s41562-021-01087-8
The study explains the disparities in geographic, socio-economic, and demographic personal features of students enrolled in remote education programs. If the number of in-person visits to a school falls by half year over year in a particular month, the researchers classify it as “closed” or “largely closed.” Here, in the Methods section, we go through the dataset and see whether it is accurate.
Kuhfeld, M., Soland, J., Tarasawa, B., Johnson, A., Ruzek, E., & Liu, J. (2020). Projecting the Potential Impacts of COVID-19 School Closures on Academic Achievement. EdWorkingPaper No. 20-226. Annenberg Institute for School Reform at Brown University.https://eric.ed.gov/?id=ED608206
The article explains how school closures in COVID-19 could affect students’ academic performance. Educators and parents are hurrying to address the needs of families and schools affected by the COVID-19 epidemic, including preparing how to effectively approach teaching in the autumn when pupils may be so far behind than usual. Educators lack evidence on how school closures affect student learning. Delays in school might influence estimations of possible learning loss owing to the pandemic.
Rutherford, T., Duck, K., Rosenberg, J. M., & Patt, R. (2021). Leveraging mathematics software data to understand student learning and motivation during the COVID-19 pandemic. Journal of Research on Technology in Education, 1-38. https://www.tandfonline.com/doi/abs/10.1080/15391523.2021.1920520
The article investigates how students learn and are motivated during the COVID-19 epidemic using data from maths software. The pandemic reduced student interest in a mathematics learning program, but students who did participate saw their skills improve as a result of relying on the program’s data instead. Students also saw a decrease in their arithmetic expectations, but also a decrease in the emotional cost of math.
Damopolii, I., Lumembang, T., & İlhan, G. O. (2021). Digital Comics in Online Learning During COVID-19: Its Effect on Student Cognitive Learning Outcomes. International Journal of Interactive Mobile Technologies, 15(19).https://web.s.ebscohost.com/abstract?direct=true&profile=ehost&scope=site&authtype=crawler&jrnl=18657923&AN=152983373&h=FweyYmYtRmPDz3ozN4X2xtok73I5IrfqlKL5G1194Nc3Yr0mt1%2bHogl%2bBieURGjo8w%2bL58umG3yXLN6IcTPWaQ%3d%3d&crl=c&resultNs=AdminWebAuth&resultLocal=ErrCrlNotAuth&crlhashurl=login.aspx%3fdirect%3dtrue%26profile%3dehost%26scope%3dsite%26authtype%3dcrawler%26jrnl%3d18657923%26AN%3d152983373
The purpose of this research is to examine the influence of digital comics on learners’ cognitive learning outcomes during the COVID-19 pandemic (CLO). Compared to non-comic aided online learning, students’ CLO varies dramatically in favor of comic-supported online learning. Discussion centered on various explanations for the results.
Slavin, R. E., & Storey, N. (2020). The US educational response to the COVID-19 pandemic. Best Evid Chin Edu, 5(2), 617-633.https://papers.ssrn.com/sol3/papers.cfm?abstract_id=3652585
An investigation of the educational reactions of both state and federal governments in the United States to the COVID-19 epidemic is presented in this study. Given the country’s vast geographic and socioeconomic diversity, the state and federal responses to COVID-19 and efforts to open schools in the fall have stressed adaptability. While online learning has increased student involvement and school-parent interactions, it has also exposed and worsened long-standing economic and racial inequities in US society.
Engzell, P., Frey, A., & Verhagen, M. D. (2021). Learning loss due to school closures during the COVID-19 pandemic. Proceedings of the National Academy of Sciences, 118(17).https://www.pnas.org/content/118/17/e2022376118?utm_source=mp-fotoscapes
The study examines how school closures affect primary school performance in the Netherlands utilizing a wealth of data. There was no progress achieved by students who were studying at home, according to the data; in nations with worse infrastructure or extended school closures, the losses may be much more significant.
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