Teaching and learning conditions did not statistically significantly explain cross-national differences in the pandemic-related widening of the socio-economic performance gap¶

Claim · All claims
Evidence · 1 study · associational r2 · q2
Currency · newest study 2026 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Regression analyses found no statistically significant differences between the three clusters regarding changes in the socio-economic performance gap conditional on COVID-19, despite descriptive widening being absent in Cluster 1 but evident in Clusters 2 and 3. → Giang Pham 2026

Evidence¶

Giang Pham 2026¶

Giang Pham, Franziska Maria Locher, Dimitra Kolovou, Eliane Arnold. (2026). COVID-19: A cross-national analysis with PISA data. Learning and Instruction 105 (2026) 102366. https://doi.org/10.1016/j.learninstruc.2026.102366

q2 · i? · associational · r2

Double-selection lasso regressions (Table 3, N = 47 countries) with the Pandemic-Related Performance Gap as dependent variable. The article reports "no statistically significant differences between the three clusters"; only Average Pre-Pandemic Performance predicted gap differences in some mathematics and reading contrasts.

"Results of the regression analysis models (see Table 3) showed no statistically significant differences between the three clusters regarding changes in the social-economic performance gap conditional on the COVID-19 pandemic."

Discussion¶

Related Claims¶

• COVID-19 widened the socio-economic performance gap on average, deteriorating more among disadvantaged students, significantly in mathematics and science — related
• Socio-economic inequality in learning increased during the pandemic for most estimates, across subjects, grades and pandemic stages — related
• COVID-19 learning deficits arose early in the pandemic and have neither closed nor substantially widened since then — related
• Pandemic-era teaching and learning conditions across 47 countries fall into three clusters: Family-Supported Asynchronous Virtual Instruction, Accentuated Teacher-Led Synchronous Instruction, and Accentuated Instructional Disruption — a broader claim this one bears on
• School-level socio-economic disadvantage significantly predicted immigrant students' self-efficacy and achievement but not valuing in exploratory multilevel tests — related