The intervention increased student engagement with remote activities and motivation to return to in-person classes¶

Claim · All claims
Evidence · 1 study · causal r3 · q3
Currency · newest study 2024 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Non-participation in remote learning activities before the 2020 winter break was 0.33% in the treatment group versus 7.21% in control — an over 95% reduction (p-value < 0.001). → Lichand 2024

Evidence¶

Lichand 2024¶

Lichand, G., Christen, J., & Van Egeraat, E. (2024). Neglecting students’ socio-emotional skills magnified learning losses during the pandemic. npj Science of Learning. https://doi.org/10.1038/s41539-024-00235-9

q3 · i? · causal · r3

Treatment effects on student participation in school activities (administrative data) and motivation to return to school, measured via SMS surveys over the first 5 weeks after the intervention onset, reported in the Supplementary Materials and described in the Mechanisms section.

"While 7.21% of students in the control group had not followed remote learning activities right before the 2020 winter break, that figure was only 0.33% in the treatment group - an over 95% reduction"

Discussion¶

Related Claims¶

• Text-message nudges achieving impacts of the same order as remote remedial instruction indicates motivation itself carries much of remote-learning effectiveness — related
• Students in courses with guided note-taking and other active learning activities reported less difficulty with motivation and engagement after the shift online — related
• Staying motivated was the most pervasive challenge of learning remotely, and students missed instructor feedback, peer collaboration, and hands-on experiences — related
• SMS nudges targeting socio-emotional skills increased student-level standardized test scores during remote learning, by 0.21 s.d. in Portuguese and 0.19 s.d. on the summary measure — related