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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
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
FullText Text:
  Availability: 0
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  Data: 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/
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  Data: 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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  Data: ED672011
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      – Text: English
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        PageCount: 46
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      – SubjectFull: Grade 4
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      – SubjectFull: Pandemics
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      – SubjectFull: Electronic Learning
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      – SubjectFull: In Person Learning
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