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A systematic review...
A systematic review and meta-analysis of the evidence on learning during the COVID-19 pandemic
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Betthäuser, Bastian A. (author)
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Bach-Mortensen, Anders M. (author)
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- Engzell, Per, 1984- (author)
- Stockholms universitet,Institutet för social forskning (SOFI),University of Oxford, UK; University College London, UK
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(creator_code:org_t)
- 2023-01-30
- 2023
- English.
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In: Nature Human Behaviour. - : Springer Science and Business Media LLC. - 2397-3374. ; 7:3, s. 375-385
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Abstract
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- 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.
Subject headings
- SAMHÄLLSVETENSKAP -- Sociologi (hsv//swe)
- SOCIAL SCIENCES -- Sociology (hsv//eng)
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