Literaturnachweis - Detailanzeige
Autor/inn/en | Betthäuser, Bastian A.; Bach-Mortensen, Anders M.; Engzel, Per |
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Titel | A systematic review and meta-analysis of the evidence on learning during the COVID-19 pandemic. |
Quelle | In: Nature human behaviour, 7 (2023) 3, S. 375-385
PDF als Volltext (1); PDF als Volltext (2) |
Beigaben | Literaturangaben; Abbildungen; Tabellen |
Sprache | englisch |
Dokumenttyp | online; Zeitschriftenaufsatz |
ISSN | 2397-3374 |
DOI | 10.1038/s41562-022-01506-4 |
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 |
Abstract | 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.). |
Erfasst von | DIPF | Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main |
Update | 2023/1 |