The impact of the COVID-19 pandemic on primary school students’ mathematical reasoning skills: a mediation analysis
<p class="first" id="d619330e110">The present research aimed to reveal how the COVID-19 pandemic influenced the mathematical reasoning of primary school students through mediation analysis. It was designed as <i>ex post facto</i...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
| Published: |
UCL Press
2022-05-01
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| Series: | London Review of Education |
| Online Access: | https://uclpress.scienceopen.com/hosted-document?doi=10.14324/LRE.20.1.19 |
| Summary: | <p class="first" id="d619330e110">The present research aimed to reveal how the COVID-19 pandemic influenced the mathematical
reasoning of primary school students through mediation analysis. It was designed as
<i>ex post facto</i> research. The research sample consisted of two cohorts. Cohort 1 included 415 primary
school children who received face-to-face instruction by attending school for six
months until COVID-19 emerged. Cohort 2 included 964 children who were taught curricular
skills through distance education due to COVID-19 and school closures. In total, 1,379
primary school children were recruited into the research sample. Data were collected
through a mathematical reasoning test by sending items from the instrument via Google
Docs. The data were analysed with mediation analysis. Results demonstrated that the
school closures due to the COVID-19 pandemic negatively influenced mathematical reasoning
skills. Findings are discussed in the light of human interaction and Cattell’s intelligence
theory.
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| ISSN: | 1474-8460 1474-8479 |