Short-Term and Long-Term Effects of COVID-19 and Remote Learning: Experiences of Parents Supporting Children with Mathematical Learning Disabilities in Israel
Abstract
:1. Introduction
1.1. Mathematical Disability (MD)
1.2. Environmental Perspectives on Distance Learning during COVID-19
1.3. The Present Study
2. Methods
2.1. Participants
2.2. Tools
2.2.1. Domain-General and Domain-Specific General Tasks
Math Fluency Test
KeyMath III Test
2.2.2. Non-Standardized Basic Numerical Tasks
Simple Operations RTs
Comparison of Symbolic Numerals
Comparison of Non-Symbolic Numerals
2.2.3. Domain General Abilities
Vocabulary
Visuospatial Short-Term and Working Memory
Verbal Short-Term and Working Memory
Inhibition
Processing Speed
Raven
Parent’s Survey
3. Results
3.1. Preliminary Analysis
3.2. Main Analysis
4. Discussion
Educational Implications
5. Conclusions
Author Contributions
Funding
Institutional Review Board Statement
Informed Consent Statement
Data Availability Statement
Conflicts of Interest
References
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The Translated Question | TD (n = 50) | MD (n = 33) | ||||
---|---|---|---|---|---|---|
Mean | SD | Mean | SD | p | ||
Q1 | The student was able to keep track of what was going on during class | 3.58 | 11.09 | 33.09 | 11.09 | 0.004 * |
Q2 | The student was able to understand the teacher | 3.50 | 11.09 | 33.24 | 00.87 | 0.25 |
Q3 | It was harder for the student to study in a virtual compared to a frontal class | 3.26 | 11.12 | 33.85 | 11.29 | 0.06 |
Q4 | Digit learning aids, including short movies, helped the student understand the subject matter | 3.65 | 11.12 | 33.38 | 00.98 | 0.25 |
Q5 | It was hard for the student to concentrate during virtual math class | 3.06 | 11.23 | 33.82 | 11.13 | 0.006 ** |
Q6 | It was hard for the student to find symbols on the keyboard | 2.51 | 11.18 | 33.06 | 11.41 | 0.07 |
Q7 | The student performed the tasks that were given to him/her on time | 3.88 | 11.24 | 33.42 | 11.09 | 0.09 |
Q8 | The student had a hard time performing the online task by himself and without help from others | 2.95 | 11.26 | 44.00 | 11.06 | 0.001 ** |
Q9 | The student always had a quiet and isolated environment during online learning | 3.38 | 11.26 | 33.27 | 11.35 | 0.71 |
Q10 | The student always had the computer available for learning | 4.04 | 11.21 | 44.15 | 11.18 | 0.68 |
Q11 | The student left the online lesson only when it ended | 4.33 | 00.77 | 44.15 | 11.23 | 0.43 |
Q12 | The student used a mobile phone instead of the computer during learning | 2.16 | 11.35 | 11.94 | 11.34 | 0.47 |
Q13 | The student had a stable connection to the interment during online classes | 3.90 | 00.95 | 33.94 | 11.20 | 0.87 |
Q14 | The Corona period resulted in significant learning gaps for the student | 3.51 | 10.97 | 44.15 | 11.26 | 0.02 * |
Factor 1 Loading (52.61%) | |
---|---|
Q3 | 0.80 |
Q8 | 0.80 |
Q5 | 0.73 |
Q6 | 0.72 |
Q14 | 0.67 |
Q1 | −0.66 |
TD (n = 50) | MD (n = 33) | p | Cohen’s d | |||
---|---|---|---|---|---|---|
Mean | SD | Mean | SD | |||
Q1 | 3.58 | 1.01 | 3.09 | 1.10 | 0.04 * | −0.47 |
Q3 | 3.26 | 1.43 | 3.85 | 1.28 | 0.06 | |
Q5 | 3.06 | 1.25 | 3.82 | 1.13 | 0.006 ** | 0.64 |
Q6 | 2.51 | 1.21 | 3.06 | 1.43 | 0.07 | |
Q8 | 0.95 | 1.26 | 4.00 | 1.06 | 0.001 ** | 0.90 |
Q14 | 0.51 | 1.34 | 4.15 | 1.03 | 0.02 * | 0.54 |
Test | Correlation | Significant |
---|---|---|
Vocabulary | −0.01 | 0.92 |
Visuospatial short-term memory | 0.05 | 0.97 |
Visuospatial working memory | −0.05 | 0.72 |
Verbal short-term memory | −0.01 | 0.95 |
Verbal working memory | −0.43 | 0.001 |
Inhibition | 0.13 | 0.25 |
Processing speed | 0.12 | 0.38 |
Revan | −0.19 | 0.13 |
Test | Correlation | Sig |
---|---|---|
Numerical fluency (number of correctly solved addition and multiplication in 2 min) | −0.17 | 0.17 |
Simple operation (accuracy) | −0.29 | 0.02 * |
Comparison symbolic (RT) | −0.10 | 0.44 |
Comparison non-symbolic (RT) | 0.10 | 0.43 |
KeyMath addition and subtraction (number of correctly solved) | −0.26 | 0.04 * |
KeyMath multiplication and division (number of correctly solved) | −0.35 | 0.004 ** |
KeyMath estimation (number of correctly solved) | −0.29 | 0.02 * |
KeyMath numeration (number of correctly solved) | −0.29 | 0.02 * |
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Ashkenazi, S.; Hassoun, S. Short-Term and Long-Term Effects of COVID-19 and Remote Learning: Experiences of Parents Supporting Children with Mathematical Learning Disabilities in Israel. Educ. Sci. 2024, 14, 995. https://doi.org/10.3390/educsci14090995
Ashkenazi S, Hassoun S. Short-Term and Long-Term Effects of COVID-19 and Remote Learning: Experiences of Parents Supporting Children with Mathematical Learning Disabilities in Israel. Education Sciences. 2024; 14(9):995. https://doi.org/10.3390/educsci14090995
Chicago/Turabian StyleAshkenazi, Sarit, and Sonia Hassoun. 2024. "Short-Term and Long-Term Effects of COVID-19 and Remote Learning: Experiences of Parents Supporting Children with Mathematical Learning Disabilities in Israel" Education Sciences 14, no. 9: 995. https://doi.org/10.3390/educsci14090995