Individual and classroom level factors shaping the impact of the COVID-19 pandemic on learning in mathematics

作为遏制新冠状病毒19大流行的一项措施，在19/20和20/21学年，学校的常规面授教学暂停了较长时间。远程教育给学校、学生和家长带来了陌生的挑战。此外，在此期间，由于对自我指导学习的要求较高，学生的学习受到了损害。然而，研究人员断言，高质量的教学可能有助于补偿大流行的负面后果。综上所述，这引起了人们对大流行期间教育不平等的潜在日益严重的有害影响以及如何应对这些事态发展的问题的关注。拟议项目的目的是调查20/21学年与流行病有关的教学限制对21/22学年学习成绩的中期影响。本研究是对DFG项目“教学敏感试题的编制”的补充。Coins项目旨在实现两个主要目标，一是调查提高教学敏感度的项目属性，二是更密切地检查教学变量，这些变量将课堂教学与学生在标准化考试中的成绩联系起来。这项拟议的研究利用从硬币中收集的数据来评估黑森文法学校(Gymnasien)八年级数学学习的进展。此外，还将对课堂和个人层面上的大流行相关因素进行回顾评估。课堂和个人层面的流行病相关因素将被用来调查教学限制对学习进展影响的不同途径。其中，我们分析了课堂和家庭资源之间的相互作用，个人流行病相关因素对社会经济地位的调节，以及教学质量的补偿效应。总体而言，拟议的项目将就大流行对大流行后学习的影响提供有益的见解。

As a measure to contain the COVID 19 pandemic, regular face-to-face teaching in schools was suspended for longer periods in the 19/20 and 20/21 school years. The distance learning introduced unfamiliar challenges for schools, students and parents. Moreover, during this period, students’ learning was impaired due to higher demands on self-directed learning. Nevertheless, researchers have asserted that high teaching quality may help for compensating negative consequences of the pandemic. Taken together, this draws attention to potentially still-increasing detrimental effects of educational inequality during the pandemic and to the question of how to counter these developments. The aim of the proposed project is to investigate the mid-term effects of the pandemic-related teaching restrictions in the 20/21 school year on learning success in the 21/22 school year. The proposed study is a supplement to the DFG-project “Contruction of Instructionally Sensitive Test Items”. The COINS-project aims at two main objectives, the investigation of item properties that enhance instructional sensitivity and a closer examination of instructional variables that link classroom instruction and student achievement in standardized tests. The proposed study makes use of data collected in COINS to assess learning progress in mathematics in eighth grade in Hessian grammar schools (Gymnasien). Additionally, pandemic-related factors on classroom and individual level will be assessed retrospectively. Pandemic-related factors on classroom and individual level will be used to investigate different pathways of the effects of teaching restrictions on learning progress. Among others, we analyze interactions between classroom and family resources, the mediation of socioeconomic status by individual pandemic-related factors, and compensating effects of teaching quality. Overall, the proposed project will provide beneficial insights on the pandemic’s effects on post-pandemic learning.