Learning-Mode Choice, Student Engagement, and Achievement Growth during the COVID-19 Pandemic
Saved in:
| Title: | Learning-Mode Choice, Student Engagement, and Achievement Growth during the COVID-19 Pandemic |
|---|---|
| Language: | English |
| Authors: | Darling-Aduana, Jennifer (ORCID |
| Source: | AERA Open. Jan-Dec 2022 8(1). |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 18 |
| Publication Date: | 2022 |
| Document Type: | Journal Articles 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: | COVID-19, Pandemics, Electronic Learning, In Person Learning, Preferences, Family Attitudes, Learner Engagement, Academic Achievement, Attendance, Grade 4, Grade 5, Grade 6, Grade 7, Grade 8 |
| ISSN: | 2332-8584 |
| Abstract: | The COVID-19 pandemic resulted in an unanticipated, near-universal shift from in-person to virtual instruction in the spring of 2020. During the 2020-21 school year, schools began to reopen, 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 associations between virtual education, student engagement, and academic achievement. Family preference for virtual (versus face-to-face) instruction was highly associated with subsequent school-level infection rates and appeared relatively uniform within schools. We find that students assigned to a higher proportion of instructional days in virtual mode experienced higher rates of attendance but negative achievement growth compared to students who were assigned a higher proportion of instructional days in face-to-face mode. Insights from this study can be used to better understand family preferences as well as to target and refine virtual learning in a post-COVID-19 society. |
| Abstractor: | As Provided |
| Notes: | https://doi.org/10.3886/E179341V1 |
| Entry Date: | 2022 |
| Accession Number: | EJ1360283 |
| Database: | ERIC |
| Abstract: | The COVID-19 pandemic resulted in an unanticipated, near-universal shift from in-person to virtual instruction in the spring of 2020. During the 2020-21 school year, schools began to reopen, 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 associations between virtual education, student engagement, and academic achievement. Family preference for virtual (versus face-to-face) instruction was highly associated with subsequent school-level infection rates and appeared relatively uniform within schools. We find that students assigned to a higher proportion of instructional days in virtual mode experienced higher rates of attendance but negative achievement growth compared to students who were assigned a higher proportion of instructional days in face-to-face mode. Insights from this study can be used to better understand family preferences as well as to target and refine virtual learning in a post-COVID-19 society. |
|---|---|
| ISSN: | 2332-8584 |
