Assignment strategies modulate students' academic performance in an online learning environment during the first and second COVID-19 related school closures.

ABSTRACT: A growing number of studies seek to evaluate the impact of school closures during the ongoing COVID-19 pandemic. While most studies reported severe learning losses in students, some studies found positive effects of school closures on academic performance. However, it is still unclear which factors contribute to the differential effects observed in these studies. In this article, we examine the impact of assignment strategies for problem sets on the academic performance of students (n ≈ 16,000 from grades 4-10 who calculated ≈ 170,000 problem sets) in an online learning environment for mathematics, during the first and second period of pandemic-related school closures in Germany. We observed that, if teachers repeatedly assigned single problem sets (i.e., a small chunk of on average eight

SUBMITTER: Spitzer MWH 

PROVIDER: S-EPMC10155976 | biostudies-literature | 2023

REPOSITORIES: biostudies-literature