Online learning
Polish primary informatics under COVID remote schooling
Open access · cc by · source: Europe PMC
Polish primary students mostly had home ICT access during lockdown, but expert-rated informatics outcomes stayed low unless school distance lessons were paired with out-of-school courses.
Key findings
Home Internet and device access were widespread, and students spent more time on screens during the pandemic. Expert ratings of informatics learning outcomes were generally low; the group with both school and out-of-school distance informatics scored better on several criteria (especially programming/troubleshooting) than students with only school lessons or no informatics distance teaching. Social competence ratings were relatively stronger across groups, while e-safety knowledge remained weak.
Methodology
Researchers surveyed 333 Polish primary students (ages about 8–14) on ICT access and use before and during the first COVID wave, then had experts rate a 60-student subsample on five national-curriculum informatics criteria across three exposure groups: school distance lessons plus out-of-school courses, school distance lessons only, or neither.
Limitations
This is not a randomized trial of remote pedagogy, does not isolate teaching quality from household resources, and cannot show long-term effects on later Matura or secondary informatics achievement.
How this study connects
Role on claims
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Polish primary students (survey n = 333, ages about 8–14) reported widespread home Internet and more screen time in the first COVID wave. Experts rated a randomly selected 60-student subsample (18%) on five national informatics criteria (instrument α = 0.76). Ratings were generally low; the group with school plus out-of-school distance informatics scored better on several criteria, especially programming/troubleshooting. This is not a randomised pedagogy trial.
Evidence for the claim as stated.
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