| dc.description.abstract |
Reading and mathematics scores from the 2020-21 school year when students wereparticipating in instruction fully virtually were compared to baseline scores from the 2019-20school year when students were participating fully in a traditional model of in-person instructionto establish whether or not student achievement in the areas of reading and mathematics changedfrom in-person learning to virtual learning. A quasi-experimental methodology was used toexamine whether a difference exists from in-person learning to virtual learning. The populationand sample included students in an urban Midwestern school district. The sampling procedurewas purposive. The sample included students in grades six, seven, and eight attending the schoolduring the 2019-20 and 2020-21 school years. English language arts scores and mathematicsscores from Catapult Evaluate ELA and Mathematics assessments and reading growth andmathematics growth as defined by STAR Reading and STAR Math were compared. The datayielded evidence that there was a difference in student achievement from in-person instruction tovirtual instruction. The decreases in mean ELA scores, reading growth, and mathematics growthwere found to be statistically significant with small-to-medium effect sizes. There was adifference in mean mathematics scores, but it was not statistically significant. |
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