A systematic review and meta-analysis of the evidence on learning during the COVID-19 pandemic.

Autor/inn/en	Betthäuser, Bastian A.; Bach-Mortensen, Anders M.; Engzel, Per
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 kostenfreie Datei (1); PDF als Volltext (2) Link als defekt meldenVerfügbarkeit
Beigaben	Literaturangaben; Abbildungen; Tabellen
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	2397-3374
DOI	10.1038/s41562-022-01506-4
Schlagwörter	Metaanalyse; Systematic Review; Australien; Belgien; Brasilien; Dänemark; Deutschland; Italien; Kolumbien; Lernen; Mexiko; Niederlande; Schüler; Schweiz; Spanien; Schweden; USA; Internationaler Vergleich; Lernerfolg; Metaanalyse; Pandemie; Schüler; Lernerfolg; Lernen; COVID-19; Pandemie; Internationaler Vergleich; COVID-19; 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