COVID-19 Restrictions and Its Influence on Students’ Mathematics Achievement in Spain
COVID-19 restrictions in schools worldwide constitute an important limitation for peer support among students. The masks, the distance between tables or the established sitting order are new challenges that both students and teachers must face in Spain. The conventional strategies that took place am...
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| Format: | Article |
| Language: | English |
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MDPI AG
2022-02-01
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| Series: | Education Sciences |
| Subjects: | |
| Online Access: | https://www.mdpi.com/2227-7102/12/2/105 |
| _version_ | 1797480938969497600 |
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| author | Lidon Moliner Francisco Alegre |
| author_facet | Lidon Moliner Francisco Alegre |
| author_sort | Lidon Moliner |
| collection | DOAJ |
| description | COVID-19 restrictions in schools worldwide constitute an important limitation for peer support among students. The masks, the distance between tables or the established sitting order are new challenges that both students and teachers must face in Spain. The conventional strategies that took place among students prior to the COVID-19 pandemic have been altered. In this study, the mathematics achievement of high-school students prior to the COVID-19 pandemic and during the COVID-19 pandemic is examined. Quantitative and qualitative methods were used. A total of 368 students from 9th grade (ages 14 to 15) participated in this research. Statistically significant differences were reported when comparing the mathematics achievement of pre-COVID-19 and post-COVID-19 students (<i>t</i> = 22.21, <i>p</i> < 0.01). An overall negative effect size of −2.32 was reported for those students with COVID-19 restrictions. Mathematics achievement scores were 9.90% lower for the group with restrictions. No statistically significant differences were reported when analyzing results by gender or repeating condition. The qualitative information supported the quantitative findings. Alterations in peer support was identified as one of the main factors that could explain this decrease. The main conclusion of this study is that current restrictions due to COVID-19 could be producing an important decrease in students’ mathematics achievements. |
| first_indexed | 2024-03-09T22:08:25Z |
| format | Article |
| id | doaj.art-5b469625017d4dc8b2b48d1da8ee2bd9 |
| institution | Directory Open Access Journal |
| issn | 2227-7102 |
| language | English |
| last_indexed | 2024-03-09T22:08:25Z |
| publishDate | 2022-02-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | Education Sciences |
| spelling | doaj.art-5b469625017d4dc8b2b48d1da8ee2bd92023-11-23T19:37:24ZengMDPI AGEducation Sciences2227-71022022-02-0112210510.3390/educsci12020105COVID-19 Restrictions and Its Influence on Students’ Mathematics Achievement in SpainLidon Moliner0Francisco Alegre1Department of Pedagogy, Universitat Jaume I, 12071 Castellon, SpainDepartment of Education, Universitat Jaume I, 12071 Castellon, SpainCOVID-19 restrictions in schools worldwide constitute an important limitation for peer support among students. The masks, the distance between tables or the established sitting order are new challenges that both students and teachers must face in Spain. The conventional strategies that took place among students prior to the COVID-19 pandemic have been altered. In this study, the mathematics achievement of high-school students prior to the COVID-19 pandemic and during the COVID-19 pandemic is examined. Quantitative and qualitative methods were used. A total of 368 students from 9th grade (ages 14 to 15) participated in this research. Statistically significant differences were reported when comparing the mathematics achievement of pre-COVID-19 and post-COVID-19 students (<i>t</i> = 22.21, <i>p</i> < 0.01). An overall negative effect size of −2.32 was reported for those students with COVID-19 restrictions. Mathematics achievement scores were 9.90% lower for the group with restrictions. No statistically significant differences were reported when analyzing results by gender or repeating condition. The qualitative information supported the quantitative findings. Alterations in peer support was identified as one of the main factors that could explain this decrease. The main conclusion of this study is that current restrictions due to COVID-19 could be producing an important decrease in students’ mathematics achievements.https://www.mdpi.com/2227-7102/12/2/105mathematics achievementCOVID-19 restrictionssecondary educationpeer support |
| spellingShingle | Lidon Moliner Francisco Alegre COVID-19 Restrictions and Its Influence on Students’ Mathematics Achievement in Spain Education Sciences mathematics achievement COVID-19 restrictions secondary education peer support |
| title | COVID-19 Restrictions and Its Influence on Students’ Mathematics Achievement in Spain |
| title_full | COVID-19 Restrictions and Its Influence on Students’ Mathematics Achievement in Spain |
| title_fullStr | COVID-19 Restrictions and Its Influence on Students’ Mathematics Achievement in Spain |
| title_full_unstemmed | COVID-19 Restrictions and Its Influence on Students’ Mathematics Achievement in Spain |
| title_short | COVID-19 Restrictions and Its Influence on Students’ Mathematics Achievement in Spain |
| title_sort | covid 19 restrictions and its influence on students mathematics achievement in spain |
| topic | mathematics achievement COVID-19 restrictions secondary education peer support |
| url | https://www.mdpi.com/2227-7102/12/2/105 |
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