ArticleZeitschrift fur bildungsforschung2022
[Associations between students' social background, mode of instruction and learning outcomes during the pandemic].
Article in Zeitschrift fur bildungsforschung, 2022. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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Abstract
The COVID-19 pandemic has led to widespread school closures, which have been associated with massive changes in teaching and learning and student learning outcomes. While initial performance studies have examined learning losses due to the school closures, there are few findings to date that provide evidence on key predictors of the development of other student outcomes (stress experience, learning gain, learning time) during the school closures. This study approaches these questions by retrospectively predicting student self-assessments in these student outcomes for the periods before and during school closures by social background (academic household, language spoken at home) and instructional design (open vs. traditional). The multilevel regression models presented are motivated by theories of educational inequality and concepts of open instruction. In addition, the hypotheses tested are based on recent survey studies on COVID-19 and school. Results calculated on the basis of data from
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