Background and Justification
The background and justification for this dissertation on mathematics performance in elementary education centers on the persistent decline in student achievement in upper elementary grades, made worse by the COVID-19 pandemic. The transition from lower (1st and 2nd) to upper elementary (3rd to 5th) grades is when there occurs a substantial drop in math proficiency, which negatively impacts the long-term academic outlook of learners.
Research has shown how the pandemic seriously disrupted traditional learning by limiting face-to-face instruction and widening already existent achievement gaps. For example, Oostdam et al. (2024) saw massive learning delays in mathematics due to school closures and remote learning challenges; they noted that these problems negatively affected students from disadvantaged backgrounds. These learning challenges exposed the need for targeted interventions to address pandemic-related educational setbacks?.
Likewise, Cheung et al. (2023) identified a "digital divide" during the pandemic, where students...
In addition to pandemic-specific issues, ongoing concerns about curriculum efficacy...
This research, therefore, is an investigation into these contributing factors so as to help inform effective instructional strategies that reduce educational disparities and promote equitable math achievement among elementary students who are transitioning to higher grades. This investigation is timely and needed due to the evidence of a widening gap made worse by the…
References
Boughamer, B. (2024). Pandemic learning loss and Covid-19 education impacts. The Anne E. Casey Foundation. Retrieved from https://www.aecf.org/blog/pandemic-learning-loss-impacting-young-peoples-futures.
Cheung, K., Chau, A. K. C., Woo, J., & Lai, E. T. (2023). The age-based digital divide in an increasingly digital world: A focus group investigation during the COVID-19 pandemic. Archives of Gerontology and Geriatrics, 115, 105225.
Oostdam, R., van Diepen, M., Zijlstra, B., & Fukkink, R. (2024). Effects of the COVID-19 school lockdowns on language and math performance of students in elementary schools: implications for educational practice and reducing inequality. European Journal of Psychology of Education - EJPE (Springer Science & Business Media B.V.), 39(1), 129–149.
Ryan, V., Fitzmaurice, O., & O’Donoghue, J. (2021). A study of academic achievementin mathematics after the transition from primary to secondary education. SN Social Sciences, 1, 1-24.
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