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Children and COVID-19 Research Library

UNICEF Innocenti's curated library of COVID-19 + Children research

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241 - 255 of 970
Parents' concerns and attitudes towards school reopening during COVID-19 pandemic: a cross-sectional survey-Tripoli, Libya, 2021

AUTHOR(S)
Mwada Jallul; Nada Elgriwb; Farag I Eltaib (et al.)

Published: July 2022   Journal: Libyan Journal of Medicine
The issue of school reopening has raised several concerns; therefore, the parent’s opinion is essential to consider. This study aimed to evaluate the parent’s attitudes and concerns toward school reopening in the COVID-19 era. A cross-sectional survey was performed using in-person self-administered questionnaires, the data was collected in the period between January and April 2021 covering parents’ concerns and attitudes toward school reopening. A total of 402 parents participated in the survey.
Parent–child conflict during homeschooling in times of the COVID-19 pandemic: a key role for mothers' self-efficacy in teaching

AUTHOR(S)
Peter F. de Jong; Bieke G. M. Schreurs; Marjolein Zee

Published: July 2022   Journal: Contemporary Educational Psychology
To contain the COVID-19 pandemic schools have been closed in many countries. Children stayed at home and were assisted by their parents with their schoolwork. Evidently, homeschooling puts extra demands on parents. This research presumed that parents’ sense of efficacy in teaching would play a key role in how they cope with this extra task of homeschooling. In particular, it hypothesized that parental characteristics (level of parental education and stress) and social contextual factors (household chaos and school support) would contribute to parents’ teaching self-efficacy and that, in turn, a lower efficacy would result in more parent–child conflict during home schooling. Participants were 173 mothers of children in kindergarten or early elementary schools, who provided information for one of their children about interpersonal conflicts around schoolwork before and during school closure.
The opportunities and challenges of learning online during the pandemic: Thai high school students' perspective

AUTHOR(S)
Pitchsinee Oimpitiwong

Published: July 2022

This paper investigates students' online learning experience during COVID-19, specifically aiming to identify points of improvement within the current distance-learning infrastructure in Thailand. The research consolidates students ’opinions toward online learning, their ease in adapting to the new learning environment, which depends not only on each student's learning style but also on their teachers as well as social and economic factors. Identifying the advantages and disadvantages of learning from home, the research presents students' needs and suggestions for improvement. As such, this work may guide future adjustments to online learning.

Policy insights: the digitalisation of education

The introduction of technology into education has never – alone – solved the problems that education faces. Yet processes of digitalisation have transformed education – and will continue to do so – in ways that are complex, evolving, and deeply unequal. Despite resurgent interest in technology in education policy, planning and practice, as well as in research, many areas that are critical to understanding the digitalisation of education remain under-studied, and the evidence that does exist remains under-shared. This multi-disciplinary publication brings together 24 contributions presented in digestible format across six themes. The publication resulted from a Policy Dialogue convened by NORRAG in partnership with the United Nations Special Rapporteur on the Right to Education. Over 20 experts who took part in the expert consultation process contributed to this publication, which aims to surface and amplify under-represented expertise about the digitalisation of education.

Recovering learning: are children and youth on track in skills development?
Institution: *UNICEF
Published: July 2022

We are in a learning crisis. To give young people the best chance to succeed, we need to support them holistically. The first step is to identify where children and youth are in building the range of skills they need, monitor progress in their development and ensure no child or young person is left behind. The Recovering Learning report published jointly by UNICEF and the Education Commission, and supported by Generation Unlimited, contributes to these efforts by providing a comprehensive view of skills attainment among children and youth. The report highlights the need to improve tracking progress in skills development, especially in light of the global priority to recover education in response to COVID-related disruptions. To succeed in the global commitment to support the holistic development of children and young people, we need better and more inclusive data to recover and reimagine our education system RAPID-ly. We also need to mobilize increased and improved investment in education to finance transformation, including through innovative instruments.

The impact of the COVID-19 pandemic on primary school students' mathematical reasoning skills: a mediation analysis

AUTHOR(S)
Kerem Coskun; Cihan Kara

Published: July 2022   Journal: London Review of Education
The present research aimed to reveal how the COVID-19 pandemic influenced the mathematical reasoning of primary school students through mediation analysis. It was designed as ex post facto research. The research sample consisted of two cohorts. Cohort 1 included 415 primary school children who received face-to-face instruction by attending school for six months until COVID-19 emerged. Cohort 2 included 964 children who were taught curricular skills through distance education due to COVID-19 and school closures. In total, 1,379 primary school children were recruited into the research sample. Data were collected through a mathematical reasoning test by sending items from the instrument via Google Docs. The data were analysed with mediation analysis. Results demonstrated that the school closures due to the COVID-19 pandemic negatively influenced mathematical reasoning skills. Findings are discussed in the light of human interaction and Cattell’s intelligence theory.
The rate of reading poverty after the COVID-19 pandemic school shutdown and specific intervention strategies for lower primary school pupils in the Southern Province and Western Area of Sierra Leone

AUTHOR(S)
Philip F. Y. Thulla; Samba Moriba; Dickson Adom (et al.)

Published: July 2022   Journal: Journal of Language Teaching and Research
The study investigates the rate of reading poverty after the COVID-19 pandemic school shutdown and specific intervention strategies for lower primary school pupils in the southern province and western area of Sierra Leone. Randomised experiments of mixed-methods reading interventions for 100 struggling readers in class 5 and 20 English teachers selected from 10 primary schools (5 in the south and 5 in the Western Area) were carried out. The rate of reading poverty and proficiency was first determined in the selected classes using the Access Center method of reading assessment. Two intervention strategies were administered, and the scores for each intervention strategy were measured and compared.
Examining children's questions and parents' responses about COVID-19 pandemic in Turkey

AUTHOR(S)
Burcu Ünlütabak; İlayda Velioğlu

Published: July 2022   Journal: Current Psychology
COVID-19 pandemic has had a significant impact on both adults’ and children’s everyday lives. Conversations about biological processes such as viruses, illness, and health have started to occur more frequently in daily interactions. Although there are many guidelines for parents about how to talk to their children about the coronavirus, only a few studies have examined what children are curious about the coronavirus and how they make sense of the changes in their everyday lives. This study addresses this need by examining children’s questions and parents’ responses about the COVID-19 Pandemic in the Turkish sociocultural context. Using an online survey, it asked 184 parents of 3- to 12-year-olds to report their children’s questions about coronavirus and their answers to these questions. It analyzed children’s questions and parents’ responses using qualitative and quantitative analyses (Menendez et al., 2021).
Child labour and education in Ecuador during the COVID-19 pandemic

AUTHOR(S)
Jack Iván Vidal Chica; Efstathios Stefos; Raquel Gilar Corbi (et al.)

Published: July 2022   Journal: Sociedad & Tecnología
Child labour is a worldwide issue with a major impact on access to education, Latin America being one of the regions heavily affected by this type of illegal activity, the data were not very encouraging and with the COVID19 pandemic the situation worsened. This study uses data, of 117,189 girls and boys between the ages of 5 and 14, obtained from National Survey of Employment, Unemployment and Underemployment (ENEMDU), with the aim to analyse education and child labour situation in Ecuador through pandemic in 2020, a complete descriptive analysis was developed in order to display the main differentiation criteria and the classification into groups of the people investigated, the results are confirmed by factor analysis.
Factors influencing parents' intention on primary school students' choices of online learning during and after the COVID-19 pandemic in China

AUTHOR(S)
Cunqi Han; Liqun Liu; Siyu Chen

Published: July 2022   Journal: Sustainability
Since the COVID-19 outbreak, online learning has become the norm. Primary school students require parental assistance and supervision due to their lack of digital media capabilities and safety concerns. This study uses the mixed research method to process and analyze the interview data of 10 primary school parents and 564 questionnaire data using topic coding and partial least squares structural equation model (PLS-SEM) to explore the factors influencing primary school parents’ choice of online learning and the mechanism of these factors on choice intention.
How does parental involvement matter for children's academic achievement during school closure in primary school?

AUTHOR(S)
Xiao Yu; Yinghe Chen; Chunliang Yang (et al.)

Published: July 2022   Journal: British Journal of Educational Psychology

COVID-19 has infected over twenty million people across 200 countries. UNESCO claimed that more than 190 countries had implemented countrywide school closures, which resulted in preventing 1.6 billion students of their classroom learning opportunities. As children are unable to study in the classroom with teachers' supervision, the importance of parental engagement is amplified in children's learning at home. The primary purpose of the present study was to investigate how parental involvement contribute to children's academic achievement during school closure. Children's academic achievement before (T1) and after school closure (T3), parental involvement (T2) and children's learning engagement (T2) during school closure were measured.

An ecological investigation of kindergarten-oriented educational practice during the initial COVID-19 class suspension in China

AUTHOR(S)
Tian Yang; Ye Zhang

Published: July 2022   Journal: Early Education and Development
Given that kindergartens are essential in sustaining children’s education during the COVID-19 lockdown, this study investigates kindergarten-oriented educational practice during the initial class suspension (February–June 2020) in China. Articles published via twenty Chinese kindergartens’ WeChat official subscription accounts during this period and relevant policy documents were collected and analyzed. This study found that during the class suspension, China’s kindergartens were able to continue providing education by adding the topic of COVID-19 to the curriculum, remaining focused on subject-related learning, utilizing digital technologies as a communication platform, and assigning different roles to parents to support children’s learning at home. However, activities prescribed by teachers and kindergartens were generally teacher-directed and structured, which led to the marginalization of children’s voices and play.
The catch-up learning report: addressing the COVID-19 learning crisis in Cambodia
Institution: World Vision
Published: July 2022

During the COVID-19 pandemic, Cambodia had one of the longest periods of school closure in the region with face-to-face education suspended for more than half of the official school calendar over the years 2020 and 2021. It led to substantial learning gaps among students of all grades. To address those, significant investments are now needed in remedial education in the country. To contribute to this effort and to collect more evidence on how to address these learning gaps, World Vision International Cambodia piloted the Catch-Up Learning project in April and May 2022. The present report presents the key learnings from this pilot project and includes recommendations on how to better respond to the COVID-19 learning crisis in Cambodia.

Digital divide or digital provide? Technology, time use and learning loss during COVID-19

AUTHOR(S)
M. Niaz Asadullah; Anindita Bhattacharjee

Published: June 2022
COVID-19 school closure has caused a worldwide shift towards technology-aided home schooling. Given widespread poverty in developing countries, this has raised concerns over new forms of learning inequalities. Using nationwide data on primary and secondary school children in slum and rural households in Bangladesh, the authors examine how learning time at home during the early months of school closure varies by access to technology at home.
Students' perceptions of their readiness, self-learning motivation and attitude toward English online learning during Covid-19 pandemic at high schools in North Makale

AUTHOR(S)
Angelia Repal; Syarifuddin Dolla; Sudirman Maca

Published: June 2022   Journal: Bosowa Journal of Education
The research aimed at describing how students studied during the Covid-19 pandemic, the process of shifting from a face-to-face learning to online learning. In order to achieve these aims, the researcher designed three main objectives: to find out students’ readiness in English online learning, students’ motivation in English online learning and student’ attitude towards English online learning. The researcher applied the quantitative method. The samples were chosen randomly from 65 students within 7 different high schools in North Makale. The data analyzed was in quantitative research involved summarizing data dependably and accurately.
241 - 255 of 970

UNICEF Innocenti's Children and COVID-19 Library is a database collecting research from around the world on COVID-19 and its impacts on children and adolescents.

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Check our quarterly thematic digests on children and COVID-19

Each quarterly thematic digest features the latest evidence drawn from the Children and COVID-19 Research Library on a particular topic of interest.
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COVID-19 & Children: Rapid Research Response

UNICEF Innocenti is mobilizing a rapid research response in line with UNICEF’s global response to the COVID-19 crisis. The initiatives we’ve begun will provide the broad range of evidence needed to inform our work to scale up rapid assessment, develop urgent mitigating strategies in programming and advocacy, and preparation of interventions to respond to the medium and longer-term consequences of the COVID-19 crisis. The research projects cover a rapid review of evidence, education analysis, and social and economic policies.