NotesFAQContact Us
Collection
Advanced
Search Tips
Back to results
ERIC Number: ED658125
Record Type: Non-Journal
Publication Date: 2023
Pages: 149
Abstractor: As Provided
ISBN: 979-8-3831-9426-3
ISSN: N/A
EISSN: N/A
Available Date: N/A
The Effects of Learning Environments on Fourth-Grade Reading Scores in a Suburban School District: Pre-Pandemic, Virtual, and Post-Pandemic
Nyree Delgado
ProQuest LLC, D.Ed. Dissertation, Kean University
Due to the COVID-19 pandemic, schools were forced to close their doors and alternative learning environments had to be established (Wyse et al., 2020). Most districts addressed this issue by creating virtual learning environments (Kaffenberger, 2021). The creation, adoption, and navigation of this new virtual environment created a plethora of opportunities for learning loss. Traditionally, learning loss is defined as any loss of knowledge and/or skills or reversal in academic progress, commonly due to gaps or discontinuities in a student's education (Cooper et al., 1996). Researchers studied the effects of learning loss and its impact on the preceding academic gap school year. These findings support the learning losses identified as a result of the alternative learning environments created by the COVID-19 pandemic (Patarapichayatham et al., 2021). When students entered school post-pandemic, districts were faced with addressing the increased academic challenges as a result of virtual and hybrid instruction which appeared to be not as effective as in person schooling (Harmey & Moss, 2021). The altered academic environment had a different impact on students' learning experiences particularly on student growth in ELA and mathematics (Patarapichayatham et al., 2021). In research presented by Bielinski et al. (2020), these challenges were the result of the COVID learning loss, decreased in-person attendance, and the need to adapt to varying learning environments. According to some studies, students returning to school post-pandemic after exposure to virtual learning fell below grade level for every month that they were not exposed to in-person learning (Harmey & Moss, 2021). Pre-pandemic learning, pandemic learning, and post-pandemic learning are three distinct experiences. This study explored the effects of the three learning environments on the reading levels of fourth-grade students in a suburban district. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Elementary Education; Grade 4; Intermediate Grades
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Author Affiliations: N/A