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

Autor: Betthäuser BA; Centre for Research on Social Inequalities (CRIS), Sciences Po, Paris, France. bastian.betthaeuser@sciencespo.fr.; Department of Social Policy and Intervention, University of Oxford, Oxford, UK. bastian.betthaeuser@sciencespo.fr.; Nuffield College, University of Oxford, Oxford, UK. bastian.betthaeuser@sciencespo.fr., Bach-Mortensen AM; Department of Social Policy and Intervention, University of Oxford, Oxford, UK., Engzell P; Nuffield College, University of Oxford, Oxford, UK.; Social Research Institute, University College London, London, UK.; Swedish Institute for Social Research, Stockholm University, Stockholm, Sweden.
Jazyk: angličtina
Zdroj: Nature human behaviour [Nat Hum Behav] 2023 Mar; Vol. 7 (3), pp. 375-385. Date of Electronic Publication: 2023 Jan 30.
DOI: 10.1038/s41562-022-01506-4
Abstrakt: 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.
(© 2023. The Author(s), under exclusive licence to Springer Nature Limited.)
Databáze: MEDLINE
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