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) online first, 14 S. PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Beigaben	Literaturangaben, Abbildungen, Tabellen
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	2397-3374
Schlagwörter	Covid-19; Pandemie; Lernen; Schüler; Lernerfolg; Systematic Review; Metaanalyse; Internationaler Vergleich; Australien; Belgien; Brasilien; Kolumbien; Dänemark; Deutschland; Italien; Niederlande; Südafrika (Staat); Spanien; Schweden; Schweiz; Vereinigtes Königreich; USA; Mexiko;
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	Neueintrag 2023-01