Coskun, K.;
Kara, C.;
(2022)
The impact of the COVID-19 pandemic on primary school students’ mathematical reasoning skills: a mediation analysis.
London Review of Education
, 20
(1)
pp. 1-16.
10.14324/LRE.20.1.19.
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Abstract
The present research aimed to reveal how the COVID-19 pandemic influenced the mathematical reasoning of primary school students through mediation analysis. It was designed as ex post facto research. The research sample consisted of two cohorts. Cohort 1 included 415 primary school children who received face-to-face instruction by attending school for six months until COVID-19 emerged. Cohort 2 included 964 children who were taught curricular skills through distance education due to COVID-19 and school closures. In total, 1,379 primary school children were recruited into the research sample. Data were collected through a mathematical reasoning test by sending items from the instrument via Google Docs. The data were analysed with mediation analysis. Results demonstrated that the school closures due to the COVID-19 pandemic negatively influenced mathematical reasoning skills. Findings are discussed in the light of human interaction and Cattell’s intelligence theory.
| Type: | Article |
|---|---|
| Title: | The impact of the COVID-19 pandemic on primary school students’ mathematical reasoning skills: a mediation analysis |
| Open access status: | An open access version is available from UCL Discovery |
| DOI: | 10.14324/LRE.20.1.19 |
| Publisher version: | https://doi.org/10.14324/LRE.20.1.19 |
| Language: | English |
| Additional information: | © 2022, Kerem Coskun and Cihan Kara. This is an open-access article distributed under the terms of the Creative Commons Attribution Licence (CC BY) 4.0 https://creativecommons.org/licenses/by/4.0/, which permits unrestricted use, distribution and reproduction in any medium, provided the original author and source are credited. |
| Keywords: | COVID-19, mathematical reasoning, socio-economic status, primary school students |
| URI: | https://discovery-pp.ucl.ac.uk/id/eprint/10155342 |
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