The COVID-19 pandemic’s impact on 9th grade students’ mathematics achievement
comunitat-uji-handle:10234/9
comunitat-uji-handle2:10234/174799
comunitat-uji-handle3:10234/174800
comunitat-uji-handle4:
INVESTIGACIONMetadatos
Título
The COVID-19 pandemic’s impact on 9th grade students’ mathematics achievementFecha de publicación
2022Editor
Eurasian Society of Educational ResearchISSN
2165-8714Cita bibliográfica
Moliner, L., Alegre, F., & Lorenzo-Valentin, G. (2022). The COVID-19 pandemic’s impact on 9th grade students’ mathematics achievement. European Journal of Educational Research, 11(2), 835-845. https://doi.org/10.12973/eu-jer.11.2.835Tipo de documento
info:eu-repo/semantics/articleVersión
info:eu-repo/semantics/publishedVersionPalabras clave / Materias
Resumen
In this research, the influence of the Coronavirus disease (COVID-19) pandemic on 9th grade students’ mathematics
achievement is analyzed through quantitative and qualitative methods. A posttest only with control ... [+]
In this research, the influence of the Coronavirus disease (COVID-19) pandemic on 9th grade students’ mathematics
achievement is analyzed through quantitative and qualitative methods. A posttest only with control group design was used to
compare the mathematics marks of 9th grade students from the previous school year (before the pandemic, control group) and the
current school year (during the pandemic, experimental group). Seventy-three students from a public high school in Spain attending
class on alternate days participated in the study. Three focus group sessions were held with students, and five semi-structured
interviews were conducted—two with teachers and three with students’ families. Results show statistically significant differences
in students’ mathematics achievement, with students enrolled in 9th grade the previous (pre-pandemic) year outscoring their peers
currently enrolled in 9th grade (during the pandemic) by 22.17%. An overall negative effect size of Hedge’s g = -1.11 was reported.
Although significant statistical differences between groups were reported for both male and female students, the effect was 42.31%
larger for male students (Hedge’s g = -1.11) than for females (Hedge’s g = -0.78). The qualitative information supported the
quantitative results. Changes in educational settings, students’ lack of motivation, monotony, and students’ level of responsibility
were qualitatively reported as factors that may explain this phenomenon. The main conclusion of this study is that the COVID-19
pandemic may be significantly and negatively affecting 9th grade students’ mathematics achievement. [-]
Publicado en
European Journal of Educational Research, 11(2), 835-845Derechos de acceso
info:eu-repo/semantics/openAccess
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