Estimated Covid-19 learning deficits are more pronounced in studies using experimental/quasi-experimental designs than in descriptive or correlational studies¶
Claim · All claims
Evidence · 1 study · quant-synthesisr3·q3
Currency · newest study 2023 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q3 i? The negative effect of Covid-19 appears more pronounced when using experimental/quasi-experimental techniques than descriptive or correlational designs. → Di Pietro Giorgio 2023
Evidence¶
Di Pietro Giorgio 2023¶
Di Pietro Giorgio. (2023). The impact of Covid-19 on student achievement: Evidence from a recent meta-analysis. Educational Research Review. https://doi.org/10.1016/j.edurev.2023.100530
q3 · i? · quant-synthesis · r3
Meta-regression moderator analysis; the Quasi experimental/experimental coefficient is −0.228*** relative to the descriptive reference category, a printed regression coefficient, indicating larger deficits in more causally identified designs.
"the negative effect of Covid-19 on student achievement appears to be more pronounced when using experimental/quasi experimental techniques than when using descriptive or correlational research designs."
Discussion¶
Related Claims¶
- COVID-19 learning deficits arose early in the pandemic and have neither closed nor substantially widened since then — related
- One year or more after the first lockdown, students had not recovered the learning deficits caused by Covid-19 school closures — related
- Socio-economic inequality in learning increased during the pandemic for most estimates, across subjects, grades and pandemic stages — related
- No evidence that COVID-19 learning deficits differ between primary and secondary students — related
- Learning deficits are appreciably larger in middle-income countries than in high-income countries, with no evidence available from low-income countries — related
- Learning deficits during the pandemic are larger in maths than in reading — related
- Estimated learning deficits are smaller in European studies than in studies from the rest of the world — related
- Covid-19 school closures depressed student achievement on average by about 0.19 standard deviations — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
covid-deficit-larger-quasi-experimental-designs |
title |
Estimated Covid-19 learning deficits are more pronounced in studies using experimental/quasi-experimental designs than in descriptive or correlational studies |
description |
Estimated Covid-19 learning deficits are more pronounced in studies using experimental/quasi-experimental designs than in descriptive or correlational studies |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2023 |
generated |
by process:wiki-ingest on 2026-10-21 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — di-pietro-giorgio-2023 |
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