Educational Gains of In-Person vs. Distance Learning in Primary and Secondary Schools

Autorinnen und Autoren Martin J. Tomasik, Laura A. Helbling, Urs Moser
Institution(en) Institute for Educational Evaluation, Associated Institute of the University of Zurich
Zeitpunkt(e)/Zeitraum der Erhebung(en) ongoing study
Art der Stichprobe und Benennung der Personengruppe(n) und Anzahl

Primary ,Secondary


Fragestellung(en) der Befragung

Using data from a computer-based formative feedback system, we compare learning gains in the eight weeks of school closures related to the COVID-19 pandemic in Switzerland with learning gains in the eight weeks before these school closures. The school performance in mathematics and language of N = 28,685 pupils is modelled in second-order piecewise latent growth models with strict measurement invariance for the two periods under investigation. While secondary school pupils remain largely unaffected by the school closures in terms of learning gains, for primary school pupils learning slows down, and at the same time interindividual variance in learning gains increases. Distance learning arrangements seem an effective means to substitute for in-person learning, at least in an emergency situation, but not all pupils benefit to the same degree.



Diese Information wurde am 16. April 2021 aus dem Repositorium Airtable entnommen.

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