Learning-Mode Choice, Student Engagement, and Achievement Growth during the COVID-19 Pandemic. EdWorkingPaper No. 22-536
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| Title: | Learning-Mode Choice, Student Engagement, and Achievement Growth during the COVID-19 Pandemic. EdWorkingPaper No. 22-536 |
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| Language: | English |
| Authors: | Jennifer Darling-Aduana, Henry T. Woodyard, Tim R. Sass, Sarah S. Barry, Annenberg Institute for School Reform at Brown University |
| Source: | Annenberg Institute for School Reform at Brown University. 2022. |
| Availability: | Annenberg Institute for School Reform at Brown University. Brown University Box 1985, Providence, RI 02912. Tel: 401-863-7990; Fax: 401-863-1290; e-mail: annenberg@brown.edu; Web site: https://annenberg.brown.edu/ |
| Peer Reviewed: | N |
| Page Count: | 46 |
| Publication Date: | 2022 |
| Document Type: | Reports - Research |
| Education Level: | Elementary Education Grade 4 Intermediate Grades Grade 5 Middle Schools Grade 6 Grade 7 Junior High Schools Secondary Education Grade 8 |
| Descriptors: | Grade 4, Grade 5, Grade 6, Grade 7, Grade 8, COVID-19, Pandemics, Electronic Learning, In Person Learning, Preferences, Family Attitudes, Learner Engagement, Academic Achievement, Attendance |
| Abstract: | The COVID-19 pandemic initially resulted in an unanticipated and near-universal shift from in-person to virtual instruction in spring 2020. During the 2020-21 school year, schools began to re-open and families were faced with decisions regarding the instructional mode for their children. We leverage administrative, survey, and virtual-learning data to examine the determinants of family learning-mode choice and the effects of virtual education on student engagement and academic achievement. Family preference for virtual (versus face-to-face) instruction was most highly associated with school-level infection rates and appeared relatively uniform within schools. We find that students who were assigned a higher proportion of instructional days in virtual mode experienced higher rates of attendance, but also negative student achievement growth compared to students who were assigned a higher proportion of instructional days in face-to-face mode. Students belonging to marginalized groups experienced more positive associations with attendance but were also more likely to experience lower student achievement growth when assigned a greater proportion of instructional days in virtual mode. Insights from this study can be used to better understand family preference as well as to target and refine virtual learning in a post-COVID-19 society. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | ED672011 |
| Database: | ERIC |
| Abstract: | The COVID-19 pandemic initially resulted in an unanticipated and near-universal shift from in-person to virtual instruction in spring 2020. During the 2020-21 school year, schools began to re-open and families were faced with decisions regarding the instructional mode for their children. We leverage administrative, survey, and virtual-learning data to examine the determinants of family learning-mode choice and the effects of virtual education on student engagement and academic achievement. Family preference for virtual (versus face-to-face) instruction was most highly associated with school-level infection rates and appeared relatively uniform within schools. We find that students who were assigned a higher proportion of instructional days in virtual mode experienced higher rates of attendance, but also negative student achievement growth compared to students who were assigned a higher proportion of instructional days in face-to-face mode. Students belonging to marginalized groups experienced more positive associations with attendance but were also more likely to experience lower student achievement growth when assigned a greater proportion of instructional days in virtual mode. Insights from this study can be used to better understand family preference as well as to target and refine virtual learning in a post-COVID-19 society. |
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