Individual and school determinants of the impact of the COVID-19 pandemic on mathematics learning

As a measure to contain the COVID-19 pandemic, regular face-to-face classes in schools were suspended for a longer period in the 19/20 and 20/21 school years. The sudden distance learning brought with it unfamiliar challenges for schools, students and parents. In addition, the learning of the students was impaired during this time by the higher demands of the now self-directed learning. Nonetheless, researchers are confident that high quality teaching can help offset the negative impact of the pandemic. The core tasks for empirical educational research are therefore the investigation of the worsening effects of educational inequality during the pandemic and answers to the question of how this development can be counteracted. The aim of the proposed project is to investigate the medium-term effects of the pandemic-related teaching restrictions in the 2020/21 school year on academic learning success in the 21/22 school year. The proposed study is an addition to the DFG project "Construction of instruction-sensitive test tasks" (COINS). The COINS project has two central goals, namely to investigate task characteristics that increase instructional sensitivity and to study instructional variables that relate instruction and student performance in standardized tests. To this end, the COINS project records the learning progress in mathematics of eighth graders at Hessian grammar schools. The proposed project builds on this and uses the data collected as part of COINS. In addition, relevant pandemic-related influencing factors are collected retrospectively at the class and individual level. These influencing factors at class and individual level are used to examine different paths of impact of pandemic-related restrictions in the classroom on learning progress. Among other things, we analyze interactions between teaching variables and family resources, the mediation of social status through individual pandemic-related factors, and compensatory effects of teaching quality. Overall, the proposed project will provide in-depth insights into the impact of the current pandemic on learning success in the post-pandemic period. In addition, relevant pandemic-related influencing factors are collected retrospectively at the class and individual level. These influencing factors at class and individual level are used to examine different paths of impact of pandemic-related restrictions in the classroom on learning progress. Among other things, we analyze interactions between teaching variables and family resources, the mediation of social status through individual pandemic-related factors, and compensatory effects of teaching quality. Overall, the proposed project will provide in-depth insights into the impact of the current pandemic on learning success in the post-pandemic period. In addition, relevant pandemic-related influencing factors are collected retrospectively at the class and individual level. These influencing factors at class and individual level are used to examine different paths of impact of pandemic-related restrictions in the classroom on learning progress. Among other things, we analyze interactions between teaching variables and family resources, the mediation of social status through individual pandemic-related factors, and compensatory effects of teaching quality. Overall, the proposed project will provide in-depth insights into the impact of the current pandemic on learning success in the post-pandemic period. These influencing factors at class and individual level are used to examine different paths of impact of pandemic-related restrictions in the classroom on learning progress. Among other things, we analyze interactions between teaching variables and family resources, the mediation of social status through individual pandemic-related factors, and compensatory effects of teaching quality. Overall, the proposed project will provide in-depth insights into the impact of the current pandemic on learning success in the post-pandemic period. These influencing factors at class and individual level are used to examine different paths of impact of pandemic-related restrictions in the classroom on learning progress. Among other things, we analyze interactions between teaching variables and family resources, the mediation of social status through individual pandemic-related factors, and compensatory effects of teaching quality. Overall, the proposed project will provide in-depth insights into the impact of the current pandemic on learning success in the post-pandemic period. Among other things, we analyze interactions between teaching variables and family resources, the mediation of social status through individual pandemic-related factors, and compensatory effects of teaching quality. Overall, the proposed project will provide in-depth insights into the impact of the current pandemic on learning success in the post-pandemic period. Among other things, we analyze interactions between teaching variables and family resources, the mediation of social status through individual pandemic-related factors, and compensatory effects of teaching quality. Overall, the proposed project will provide in-depth insights into the impact of the current pandemic on learning success in the post-pandemic period.