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

• Format: Book
• Published: UCL Press, 2022-06-01T00:00:00Z.
• Subjects: article
• Online Access: Connect to this object online.
• Notes: 1474-8479; 10.14324/LRE.20.1.19
• Keywords: COVID-19; mathematical reasoning; socio-economic status; primary school students; Education; L
• Source: London Review of Education, Vol 20, Iss 1 (2022)

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.