Learning Patterns at the Time of COVID-19-Induced School Closures

Abstract

Previous research has shown that COVID-19-induced school closures and the subsequent transition to online/digital distance education have had a negative effect on student achievement, and this is a negative effect particularly pronounced for students with low socioeconomic status, which foreshadows an increase in educational inequalities. In this study, we examined how students in schools at risk of dropout have adapted to this changed educational situation and what the individual, family and school-related characteristics are that differentiate their adaptation strategy. Our analysis is based on the responses of 3222 Hungarian seventh-grade students to an online survey. Cluster analysis was used to create four groups that illustrate differing perceptions of online/digital distance learning. Descriptive statistical methods were used to analyse and compare the learning patterns of these student groups. Our results show that students have not responded in the same way to changes brought about by COVID-19. There are fundamental differences between the two groups facing difficulties and the two groups experiencing fewer difficulties, but the former and the latter two groups differ on several other factors too. Students with unfavourable individual and family factors were more likely to have learning difficulties. In their case, the extent of support provided by the school is very important.