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In 2020, the world confronted an unprecedented event affecting education globally: COVID-19. Events that disrupt education are not new; Homelessness or trauma negatively impact education at an individual level, whereas war stops education completely. This event is unique in that it caused the cessation of in-person instruction for all but with a rapid transition to remote instruction. In this study, we explore how the COVID-19 pandemic affected instruction of Scratch Encore Curriculum, a Scratch curriculum typ- ically used in middle grades with students between 10-14 years old. We analyzed a variety of data sources, including partner classroom- level data as well as anonymous download data. We found that instruction halted abruptly in the United States at the beginning of the March lockdown, with no further instruction that spring. With the introduction of online instructional materials, instruction resumed to normal levels during the 2020-21 school year (which was remote instruction for much of the year). In addition, students completed projects with similar accuracy and completeness during remote instruction as compared with in-person instruction prior to the pandemic.
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School Connectedness and Academic Self-Efficacy During Pandemic Learning: A Mixed-Methods Study of Middle School Students’ Science Experiences
The COVID-19 pandemic resulted in dramatic changes to the experiences of school for young people around the world as youth and adults navigated changes to instructional format and means of engaging in teaching and learning. School connectedness during the pandemic served a potentially protective role for adolescents during this uncertain time. In this study, we investigate students’ ( n = 64) experiences of connectedness with their teachers and peers and examine how students’ perceptions of belonging relate to their science self-efficacy. We draw on mixed-methods with students at two middle schools using dramatically different instructional approaches. These multiple data sources provide insight into the importance of building and sustaining relationships and connectedness for students’ self-efficacy, specifically during the COVID-19 pandemic and beyond. Connectedness to one’s science teacher was the strongest predictor of science self-efficacy, and qualitative data describe how connectedness was fostered even when typical approaches were unavailable.
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- Award ID(s):
- 1749696
- PAR ID:
- 10487885
- Publisher / Repository:
- SAGE Publications
- Date Published:
- Journal Name:
- The Journal of Early Adolescence
- Volume:
- 45
- Issue:
- 1
- ISSN:
- 0272-4316
- Format(s):
- Medium: X Size: p. 76-103
- Size(s):
- p. 76-103
- Sponsoring Org:
- National Science Foundation
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