How lessons learned from NAEP 2022 during the COVID-19 pandemic can improve remote online learning

Guardat en:

Dades bibliogràfiques
Publicat a:	Large-Scale Assessments in Education vol. 13, no. 1 (Dec 2025), p. 37
Autor principal:	Bork Rodriguez, William Nicholas
Altres autors:	Finnegan, Robert, Por, Han Hui
Publicat:	Springer Nature B.V.
Matèries:	Organization for Economic Cooperation & Development United States > US Teaching Students Socioeconomic factors Distance learning Teachers COVID-19 Elementary School Mathematics High Achievement Cultural Capital Educational Resources Distance Education Addition Academic Achievement Community Characteristics Educational Technology Creative Teaching Family Income Community Resources Communities of Practice Elementary School Students Electronic Learning Educational Assessment Grade 8 Compulsory Education Educational Environment Achievement Gains Achievement Gap Employment Level Grade 3 Grade 4
Accés en línia:	Citation/Abstract Full Text Full Text - PDF
Etiquetes:	Afegir etiqueta Sense etiquetes, Sigues el primer a etiquetar aquest registre!

Descripció
Resum:	BackgroundThis study’s background is situated within the overlap between the 2022 administration of the National Assessment of Educational Progress (NAEP) and the COVID-19 pandemic. This made NAEP 2022 useful as a nationally representative, large-scale dataset of students who coincidentally underwent mass-remote online learning.PurposeThe purpose of the present study was to utilize a temporally distinct dataset to investigate contextual factors related to remote learning that may inform remote learning more broadly in a post-pandemic world.MethodsThe study’s methods used a conceptual framework of physical and psychological resources and stressors to help select NAEP variables and present findings. A sample of 36,200 students who experienced remote learning was analyzed using hierarchical linear modeling. These procedures were chosen due to the nested structure of NAEP data.Main findingOne main finding was that computing hardware and physical school supplies were key physical resources (when available) or stressors (when lacking) on student achievement. Another finding was that self-confidence and self-awareness in mathematics knowledge and skills were major psychological resources. Additionally, the study provided evidence about the potential drawback of unfettered, unsupervised internet access while in remote learning environments.ConclusionThe study concluded on the educational importance of provisioning students with internet access and digital devices for remote learning, as well as, building confidence in remote learning technology. ImplicationsImplications were actionable factors to support remote learning, increase remote learning equity, and reduce score gaps of students from economically disadvantaged backgrounds.
ISSN:	2196-0739
DOI:	10.1186/s40536-025-00271-w
Font:	Education Database