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Trotta E, Serio G, Monacis L, Carlucci L, Marinelli CV, Petito A, Celia G, Bonvino A, Calvio A, Stallone R, Esposito C, Fantinelli S, Sulla F, Di Fuccio R, Salvatore G, Quarto T, Palladino P. The effects of the COVID-19 pandemic on Italian primary school children's learning: A systematic review through a psycho-social lens. PLoS One 2024; 19:e0303991. [PMID: 38875255 PMCID: PMC11178219 DOI: 10.1371/journal.pone.0303991] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/22/2023] [Accepted: 05/04/2024] [Indexed: 06/16/2024] Open
Abstract
The COVID-19 pandemic drastically affected many areas and contexts of today's society, including school and family. Several studies focused on the worldwide effects of school closures on students' learning outcomes, context, and well-being. However, the data emerging from these studies are often inconsistent and fragmentary, highlighting the need of a comprehensive analysis of the phenomenon. This need is especially urgent for the countries with the most severe school closure, like Italy. This systematic review aims to collect the opinions of parents, teachers, and students on: other dimensions of Italian primary school students affected by school closures, beyond academic performance; hypothetical agreement between the opinions of parents, teachers, and students regarding the different effects of school closures on Italian primary school students; possible differences between the effects of school closures on Italian primary school students and the students in other countries. Our search was conducted using PRISMA 2020 guidelines on Web of Science, Pubmed, Scopus, and EBSCOHost. The results obtained from 34 articles revealed a strong concern on the part of all stakeholders involved in learning during the pandemic, with evident negative effects for Italian school students. The constraint on distance learning led to a drastic change in everyone's routine, and a negative emotional change on the part of young students. Parents and teachers generally considered distance learning to be ineffective for the education of their children and students; they encountered technical-practical difficulties in the use of electronic devices for participation in school activities; overall learning deficits on the part of students, especially in mathematics, as confirmed by INVALSI results were also found. The investigation reveals a condition of shared emotional and academic performance difficulty, and a further challenging circumstance for students previously at risk of marginalization. Further research in this field is paramount to identify new and adequate recovery strategies.
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Affiliation(s)
- Eugenio Trotta
- Department of Humanities (DISTUM), University of Foggia, Foggia, Italy
| | - Gianluigi Serio
- Department of Humanities (DISTUM), University of Foggia, Foggia, Italy
| | - Lucia Monacis
- Department of Humanities (DISTUM), University of Foggia, Foggia, Italy
| | - Leonardo Carlucci
- Department of Humanities (DISTUM), University of Foggia, Foggia, Italy
| | | | - Annamaria Petito
- Department of Clinical and Experimental Medicine, University of Foggia, Foggia, Italy
| | - Giovanna Celia
- Department of Humanities (DISTUM), University of Foggia, Foggia, Italy
| | - Aurora Bonvino
- Department of Humanities (DISTUM), University of Foggia, Foggia, Italy
| | - Antonella Calvio
- Department of Humanities (DISTUM), University of Foggia, Foggia, Italy
| | - Roberta Stallone
- Department of Clinical and Experimental Medicine, University of Foggia, Foggia, Italy
| | - Ciro Esposito
- Department of Humanities (DISTUM), University of Foggia, Foggia, Italy
| | | | - Francesco Sulla
- Department of Humanities (DISTUM), University of Foggia, Foggia, Italy
| | - Raffaele Di Fuccio
- Faculty of Human Sciences, Education and Sport, Pegaso University, Naples, Italy
| | | | - Tiziana Quarto
- Department of Humanities (DISTUM), University of Foggia, Foggia, Italy
| | - Paola Palladino
- Department of Humanities (DISTUM), University of Foggia, Foggia, Italy
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Letzel V, Pozas M, Besa KS. Parental evaluation of teachers' competences and characteristics during COVID-19 pandemic homeschooling. SOCIAL PSYCHOLOGY OF EDUCATION 2022; 25:929-950. [PMID: 35789653 PMCID: PMC9243978 DOI: 10.1007/s11218-022-09701-x] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/22/2021] [Revised: 05/06/2022] [Accepted: 05/09/2022] [Indexed: 11/28/2022]
Abstract
With the spread of the SARS-CoV-2 virus, school-related closures and the hasty transition into homeschooling, parents were required to take a more active and positive role than ever before in collaboration with their children’s educators. Thus, with this unprecedented situation, parents became an important source of information during the pandemic. Considering this unique event, the study at hand aims to explore parents’ perspectives regarding primary and upper secondary school teachers’ digital competence, digital differentiated instruction, and feedback during the first SARS-CoV-2 school shutdown in Germany. Additionally, the study examined parents’ evaluation of teachers’ characteristics. Results reveal that parental ratings were generally positive. Moreover, parents with children attending primary schools perceived and evaluated teachers’ digital competence and digital differentiated teaching highly, and perceived significantly more teacher feedback than parents whose children attend upper secondary school. In addition, positive correlations were found between parents’ evaluations of teachers’ feedback and how motivated, appreciative, and devoted teachers are perceived to be. Practical implications and further research areas are discussed.
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Affiliation(s)
- Verena Letzel
- Universität Trier, Universitätsring 15, Raum 441, 54296 Trier, Germany
| | - Marcela Pozas
- Professional School of Education (PSE), Humboldt-Universität zu Berlin, Unter den Linden 6, Raum: 0206 (2.OG), 10099 Berlin, Germany.,Professional School of Education (PSE), Humboldt-Universität zu Berlin, Sitz: Hausvogteiplatz 5-7, Raum: 0206 (2.OG), 10117 Berlin, Germany
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