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<p>Pandemic-related school disruptures (by closures or individual distance learning periods) appear to have social and immigration-related disparities in the mathematics achievement of students in Germany. Previous research has addressed the disparity in home and distance learning conditions. However, characteristics of origin, home and distance learning conditions have hardly been related to mathematics achievement. This cross-sectional study aims to gain insight into the relationships between background variables, home and distance learning conditions and mathematics achievement. To this end, the achievement data of <i>n</i> = 2023 children at the beginning of Grade&#xa0;5 were analyzed descriptively and with multilevel models. As in other studies, it was found that children with a&#xa0;low socio-economic status or from first immigrant generation had below-average home learning conditions, but received slightly above-average intensive support from teachers compared to their classmates. For the first time for this age group, connections between learning conditions during school closures and mathematics achievements were examined: The home learning conditions such as technology equipment as well as the distance learning conditions such as regular written homework assignments proved to be significant predictors of mathematics achievement. Assumptions about social and immigration-related disadvantages during school disruptures can be differentiated with these findings.</p>

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Zusammenhang von Herkunftsmerkmalen, häuslichen und fernunterrichtlichen Lernbedingungen mit Mathematikleistung bei pandemiebedingten Schulunterbrechungen

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2025年12月18日

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  • Susanne Prediger,
  • Anke Wischgoll

摘要

Pandemic-related school disruptures (by closures or individual distance learning periods) appear to have social and immigration-related disparities in the mathematics achievement of students in Germany. Previous research has addressed the disparity in home and distance learning conditions. However, characteristics of origin, home and distance learning conditions have hardly been related to mathematics achievement. This cross-sectional study aims to gain insight into the relationships between background variables, home and distance learning conditions and mathematics achievement. To this end, the achievement data of n = 2023 children at the beginning of Grade 5 were analyzed descriptively and with multilevel models. As in other studies, it was found that children with a low socio-economic status or from first immigrant generation had below-average home learning conditions, but received slightly above-average intensive support from teachers compared to their classmates. For the first time for this age group, connections between learning conditions during school closures and mathematics achievements were examined: The home learning conditions such as technology equipment as well as the distance learning conditions such as regular written homework assignments proved to be significant predictors of mathematics achievement. Assumptions about social and immigration-related disadvantages during school disruptures can be differentiated with these findings.