COVID-19 Restrictions and Its Influence on Students’ Mathematics Achievement in Spain
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Título
COVID-19 Restrictions and Its Influence on Students’ Mathematics Achievement in SpainFecha de publicación
2022-02-03Editor
MDPICita bibliográfica
Moliner, L.; Alegre, F. COVID-19 Restrictions and Its Influence on Students’ Mathematics Achievement in Spain. Educ. Sci. 2022, 12, 105. https://doi.org/10.3390/educsci12020105Tipo de documento
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info:eu-repo/semantics/publishedVersionPalabras clave / Materias
Resumen
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 ... [+]
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 (t = 22.21, p < 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. [-]
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Educ. Sci. 2022, 12(2)Entidad financiadora
Generalitat Valenciana
Código del proyecto o subvención
18AQ65IN002
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Copyright: © 2022 by the authors. Licensee MDPI, Basel, Switzerland
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info:eu-repo/semantics/openAccess
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