Learning Patterns at the Time of COVID-19-Induced School Closures
Previous research has shown that COVID-19-induced school closures and the subsequent transition to online/digital distance education have had a negative effect on student achievement, and this is a negative effect particularly pronounced for students with low socioeconomic status, which foreshadows...
| Main Authors: | , , |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
MDPI AG
2022-08-01
|
| Series: | Social Sciences |
| Subjects: | |
| Online Access: | https://www.mdpi.com/2076-0760/11/9/392 |
| _version_ | 1797482331605303296 |
|---|---|
| author | Krisztián Széll Borbála Károlyi Anikó Fehérvári |
| author_facet | Krisztián Széll Borbála Károlyi Anikó Fehérvári |
| author_sort | Krisztián Széll |
| collection | DOAJ |
| description | Previous research has shown that COVID-19-induced school closures and the subsequent transition to online/digital distance education have had a negative effect on student achievement, and this is a negative effect particularly pronounced for students with low socioeconomic status, which foreshadows an increase in educational inequalities. In this study, we examined how students in schools at risk of dropout have adapted to this changed educational situation and what the individual, family and school-related characteristics are that differentiate their adaptation strategy. Our analysis is based on the responses of 3222 Hungarian seventh-grade students to an online survey. Cluster analysis was used to create four groups that illustrate differing perceptions of online/digital distance learning. Descriptive statistical methods were used to analyse and compare the learning patterns of these student groups. Our results show that students have not responded in the same way to changes brought about by COVID-19. There are fundamental differences between the two groups facing difficulties and the two groups experiencing fewer difficulties, but the former and the latter two groups differ on several other factors too. Students with unfavourable individual and family factors were more likely to have learning difficulties. In their case, the extent of support provided by the school is very important. |
| first_indexed | 2024-03-09T22:31:44Z |
| format | Article |
| id | doaj.art-4200032bc3444a71a3de07187ac513de |
| institution | Directory Open Access Journal |
| issn | 2076-0760 |
| language | English |
| last_indexed | 2024-03-09T22:31:44Z |
| publishDate | 2022-08-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | Social Sciences |
| spelling | doaj.art-4200032bc3444a71a3de07187ac513de2023-11-23T18:55:58ZengMDPI AGSocial Sciences2076-07602022-08-0111939210.3390/socsci11090392Learning Patterns at the Time of COVID-19-Induced School ClosuresKrisztián Széll0Borbála Károlyi1Anikó Fehérvári2Institute of Education, Faculty of Education and Psychology, Eötvös Loránd University, 1075 Budapest, HungaryDoctoral School of Education, Faculty of Education and Psychology, Eötvös Loránd University, 1075 Budapest, HungaryInstitute of Education, Faculty of Education and Psychology, Eötvös Loránd University, 1075 Budapest, HungaryPrevious research has shown that COVID-19-induced school closures and the subsequent transition to online/digital distance education have had a negative effect on student achievement, and this is a negative effect particularly pronounced for students with low socioeconomic status, which foreshadows an increase in educational inequalities. In this study, we examined how students in schools at risk of dropout have adapted to this changed educational situation and what the individual, family and school-related characteristics are that differentiate their adaptation strategy. Our analysis is based on the responses of 3222 Hungarian seventh-grade students to an online survey. Cluster analysis was used to create four groups that illustrate differing perceptions of online/digital distance learning. Descriptive statistical methods were used to analyse and compare the learning patterns of these student groups. Our results show that students have not responded in the same way to changes brought about by COVID-19. There are fundamental differences between the two groups facing difficulties and the two groups experiencing fewer difficulties, but the former and the latter two groups differ on several other factors too. Students with unfavourable individual and family factors were more likely to have learning difficulties. In their case, the extent of support provided by the school is very important.https://www.mdpi.com/2076-0760/11/9/392primary educationonline/digital distance learningeducational inequalitiesonline surveystudent perception |
| spellingShingle | Krisztián Széll Borbála Károlyi Anikó Fehérvári Learning Patterns at the Time of COVID-19-Induced School Closures Social Sciences primary education online/digital distance learning educational inequalities online survey student perception |
| title | Learning Patterns at the Time of COVID-19-Induced School Closures |
| title_full | Learning Patterns at the Time of COVID-19-Induced School Closures |
| title_fullStr | Learning Patterns at the Time of COVID-19-Induced School Closures |
| title_full_unstemmed | Learning Patterns at the Time of COVID-19-Induced School Closures |
| title_short | Learning Patterns at the Time of COVID-19-Induced School Closures |
| title_sort | learning patterns at the time of covid 19 induced school closures |
| topic | primary education online/digital distance learning educational inequalities online survey student perception |
| url | https://www.mdpi.com/2076-0760/11/9/392 |
| work_keys_str_mv | AT krisztianszell learningpatternsatthetimeofcovid19inducedschoolclosures AT borbalakarolyi learningpatternsatthetimeofcovid19inducedschoolclosures AT anikofehervari learningpatternsatthetimeofcovid19inducedschoolclosures |